Designing mobile learning experiences with microlearning video lessons

Abstract

Mobile learning has become increasingly popular among college students due to its convenience and portability. However, the small screen size of mobile devices poses challenges for effective learning. While mobile learning research has focused on various frameworks, a standardized set of guidelines for effective mobile learning does not exist. Microlearning, an approach commonly used in workplace training, has the potential to address this gap in mobile learning design. This case study examines the effectiveness of the Designing for One - Microlearning Design and Development (DO-MDD) framework in higher education, specifically for programming courses. The study explores the experiences of instructors who designed microlearning video lessons using the DO-MDD framework and assesses students' learning experiences with those lessons. Findings indicate that instructors and students valued the framework for its ability to focus content on a single learning objective, which positively affected student engagement and focus. However, challenges related to video length and the provision of immediate feedback emerged. These challenges suggest areas for improvement, including integrating real-time feedback and adapting the framework for other academic disciplines. Future research should explore how the DO-MDD framework can be refined to address these issues and expanded to broader educational contexts.