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Native Apps Vs. Mobile Web Apps
University West, Department of Economics and IT, Divison of Informatics.ORCID iD: 0000-0002-2378-5432
2013 (Swedish)In: International Journal of Interactive Mobile Technologies (iJIM), ISSN 1865-7923, E-ISSN 1865-7923, Vol. 7, no 4, 27-32 p.Article in journal (Refereed) Published
Abstract [en]

The extensive growth and expansion of smartphones and tablets and therewith the use of mobile web applications that utilize HTML5 and related technologies are frequently discussed and debated in media as possible replacements for native applications. The aim of this study was to explore the viability of replacing native applications with mobile web applications in a developing country setting. Two mobile web applications were developed. The first mobile web application tracked runs and the second mobile web application was a booking system for scheduling "slum runs". The subjects who tested these apps were elite, semi-professional Kenyan runners primarily from the Kibera slum area outside of Nairobi. After a 6-month test period the participants concluded and results indicated that the mobile web application for tracking runs performed poorly compared to native applications due to poor GPS performance, while the mobile web application for booking slum runs performed well. The conclusion from this study is that mobile web applications that require hardware interaction such as using the GPS, GPU, or camera are not yet viable alternatives for native applications. However, mobile applications that only require a native interface and content consumption are suitable substitutes for native applications.

Place, publisher, year, edition, pages
2013. Vol. 7, no 4, 27-32 p.
Keyword [sv]
Mobile web apps, native apps, HTML5, Responsive Web Design, ICT4D
National Category
Information Systems
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
URN: urn:nbn:se:hv:diva-7209DOI: 10.3991/ijim.v7i4.3226OAI: oai:DiVA.org:hv-7209DiVA: diva2:773438
Available from: 2014-12-19 Created: 2014-12-19 Last updated: 2017-12-05Bibliographically approved
In thesis
1. Do-It-Yourself Learning in Kenya: Exploring mobile technologies for merging non-formal and informal learning
Open this publication in new window or tab >>Do-It-Yourself Learning in Kenya: Exploring mobile technologies for merging non-formal and informal learning
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The educational landscape is changing and a variety of technologies and techniques are blurring the lines between traditional and non-traditional learning. This change is substantial in low-income countries: individuals in developing countries have a great desire to educate themselves and improve their quality of life. Kenyans are adequately literate and accustomed to mobile technology despite being a largely impoverished, poorly educated populace. Kenya represents an optimal setting in which to research the use and feasibility of modern mobile and educational technologies. The broad aim of this dissertation is to explore how mobile devices can catalyze and enhance both informal and non-formal learning. In particular, this dissertation explores how technologies and concepts such as mobile web apps, Massive Open Online Courses (MOOCs), and learning incentives via a smartphone specifically affect informal and non-formal learning in Kenya. The primary research question is how can learning efforts that utilize mobile learning, MOOCs, and learning incentives combine non-formal and informal learning to develop and contribute to a do-it-yourself (DIY) approach to learning in Kenya? The primary method is action research. The first contribution of this dissertation is the finding that mobile web apps are currently better suited for data exchange than producing new content. The second contribution is the finding that a smartphone can enhance informal learning in a developing country with little or no scaffolding. The third contribution is the finding that non-formal learning efforts as a MOOC are shown to be a viable means of delivering non-formal learning in a developing country via a smartphone. The fourth contribution is the finding that the use of incentives such as digital badges provide a means by which to validate non-formal learning and contribute to a DIY attitude towards learning creation, where individuals can freely complement or replace a traditional curriculum.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2014. 122 p.
Series
eport Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 14-018
Keyword
ICT4D, mobile learning, M4D, informal learning, non-formal learning, MOOCs, digital incentives
National Category
Information Systems
Research subject
SOCIAL SCIENCE, Informatics
Identifiers
urn:nbn:se:hv:diva-7216 (URN)978-91-7649-045-7 (ISBN)
Opponent
Supervisors
Available from: 2014-12-19 Created: 2014-12-19 Last updated: 2015-06-24Bibliographically approved

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Jobe, William

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