Memory in my Pocket: How the Lexicum Ubiquitous Tool Revolutionises Vocabulary Learning

Abstract

We present a case study examining the use of student-centred learning analytics within a vocabulary learning tool. These analytics were designed with the intention to support users in growing a habit of regular studying and expanding their formal learning activities beyond the classroom. In this study we report the opportunity presented by a cohort of 181 French users that registered in Lexicum for a semester to learn English. Lexicum is a ubiquitous vocabulary learning tool that enables users to study both in a self-directed and self-paced fashion. When used in the classroom, this leads to learning experiences where learners blend their individual interests with the formal requirements of the class. We analysed learning behaviour based on user data collected by Lexicum for the given cohort. We identify different patterns in the approaches students take towards learning. Some learners, driven by exploration, expand their knowledge by intensively looking up new vocabulary. Others, driven by reminiscence, engage in exercises that help them memorise vocabulary better. The most successful learners manage to combine both drives to achieve a continuous learning experience. A fourth type of learners fail to continuously engage with learning at all. In the light of these approaches, the role of finding a personal motivational drive to engage with learning is discussed here. This case study illuminates the multifaceted nature of individual motivations to learn and demonstrates that most successful learners take part in a range of activities as a way to maintain continuous engagement. As an immediate consequence of this study, the design of learning activities needs to provide opportunities for each individual learner to find their own reason to engage with the learning tool, and to lead learners to get involved in further learning activities on top of that. Overall, this paper shows how student-centred learning analytics within ubiquitous learning tools can help teachers and facilitators maintain high levels of engagement in a class of learners with differing motivational drives. The paper also provides evidence that ubiquitous learning tools can help motivate learners to practice beyond their classroom activities, which is critical to efficient learning. Both in class and beyond, unobtrusive learning analytics can serve as both formative assessment to guide the educational process, and as a tool to maintain engagement in the full range of learning activities.

Keywords: ubiquitous learning support, vocabulary, learning analytics, blended learning, learning motivation