Designing mobile learning experiences with microlearning video lessons

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dc.contributor.advisorPaek, Seungoh
dc.contributor.authorAkiyama, Tiffany
dc.contributor.departmentLearning Design and Technology
dc.date.accessioned2025-06-27T22:21:05Z
dc.date.available2025-06-27T22:21:05Z
dc.date.issued2025
dc.description.degreePh.D.
dc.identifier.urihttps://hdl.handle.net/10125/111010
dc.subjectInstructional design
dc.subjectcognitive load
dc.subjectmicrolearning
dc.subjectmicrolearning video lessons
dc.subjectmobile learning
dc.subjectonline learning
dc.subjectvideo lessons
dc.titleDesigning mobile learning experiences with microlearning video lessons
dc.typeThesis
dcterms.abstractMobile 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.
dcterms.extent173 pages
dcterms.languageen
dcterms.publisherUniversity of Hawai'i at Manoa
dcterms.rightsAll UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttps://www.proquest.com/LegacyDocView/DISSNUM/32040296

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