About this paper

Appears in:
Pages: 2512-2521
Publication year: 2010
ISBN: 978-84-613-9386-2
ISSN: 2340-1117

Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain


S. Abrantes1, L. Gouveia2

1Institute Polytechnic of Viseu (PORTUGAL)
2University Fernando Pessoa (PORTUGAL)
Technological applications and the way they are used has advanced in such a way that the manipulation of learning objects is no longer limited to a desktop, but extended to the use of mobile devices, to provide a greater range of application and obtain the benefits that mobile computing offers to the education sector. This results in the establishment of a new area of activity, related with the use of mobile technologies in learning, named m-learning.
Quin cited by (Corbeil and Valdes-Corbei, 2007) states that m-learning is the interaction of mobile computing (small applications, portable, and wireless communication devices) with e-learning (learning facilitated and supported through information and communication technologies).
There are a number of mobile devices that can be considered for an m-learning environment: iPod, MP3 Players, PDA, USB drive, E-Book Readers, Smart Phone, Ultra-Mobile PC (UMPC) and Laptop/Tablet PC. (Corbeil and Valdes-Corbeil, 2007) classify a set of advantages and disadvantages that these devices can offer. One of the biggest advantages of mobile devices, when compared with desktops, is its ubiquity. With mobile devices people can connect to many kinds of information where they want and whenever they want.
This educational model based on the use of mobile devices, has been developed over the past few years, resulting in several research projects and some commercial products. Current and past promises of more learning outcomes are needed to be evaluated.
From what has been mentioned above and because of the lack of studies on m-learning, we propose a study to evaluate the potential of mobile devices in collaborative environments. It has been performed an experiment involving one hundred and twelve students of higher education.
This study is based on the flow experience introduced by Csikszentmihalyi (1975). The flow experience has been used in several researches, for which they have used this theory to measure playfulness, involvement, satisfaction and other states with the involvement in computational environments (Chen et al., 2000, Ghani and Deshpande, 1994, Novak and Hoffman, 1997, Novak et al., 2000, Trevino and Webster, 1992)
The main purpose of this study is to establish whether the laptop users are in the flow state when using Google Groups. In the context of this study, information has been gathered through a survey, applying the five dimensions of the flow state.
In the end of the study, after analyzing the gathered information, it was possible to conclude that students have experienced the flow state and that it had a positive effect on their learning experiences. With this we can say that mobile users interact with Google Groups, with a more entertainment spirit, giving these users a sense of involvement and satisfaction with Google Groups. With these statements we can say that Google Groups is a good way for students to learn when using laptops, in other words, m-learning when associated with the usage of Google Groups, it is a good tool for students to learn.
author = {Abrantes, S. and Gouveia, L.},
series = {2nd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN10 Proceedings},
isbn = {978-84-613-9386-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {5-7 July, 2010},
year = {2010},
pages = {2512-2521}}
AU - S. Abrantes AU - L. Gouveia
SN - 978-84-613-9386-2/2340-1117
PY - 2010
Y1 - 5-7 July, 2010
CI - Barcelona, Spain
JO - 2nd International Conference on Education and New Learning Technologies
JA - EDULEARN10 Proceedings
SP - 2512
EP - 2521
ER -
S. Abrantes, L. Gouveia (2010) USING GOOGLE GROUPS IN A M-LEARNING ENVIRONMENT, EDULEARN10 Proceedings, pp. 2512-2521.