MobileActive.org

This study explored the use of mobile phones among young adults in India. The study used the theoretical frameworks of uses and gratifications approach from media studies, socialcognitive domain theory from human development literature and social construction of technology (SCOT) from Science and Technology studies. The main objective of the study was to examine the use of mobile phones to fulfill communication, media and age-related needs by young people in India and to investigate regional and gender differences.

The study was conducted in two phases using a mixed-methods approach. In the first phase, in-depth interviews were conducted with 30 college-going young adults (18 – 24 years) in Mumbai and Kanpur in December 2007 and January 2008. In the second phase, a survey was conducted with 400 college-going young adults (18 – 24 years) in Mumbai and Kanpur.

The qualitative analysis of the data showed that young people in both the cities used cell phones for a variety of communication, news and entertainment needs. Additionally, they considered cell phones as personal items and used them to store private content, maintain privacy and have private conversations. Further, the analysis showed that they used cell phones to negotiate independence from parents and to maintain friendships and create friendships with members of opposite sex.

The quantitative analysis of the data revealed that young people in the two cities used cell phones differently due to the differences in their lifestyles and socio-cultural factors. Additionally, the study found there were only a few gender differences in the use of cell phones by young people, mainly in the use of cell phones for entertainment purposes, negotiation of independence from parents and in forming friendships with members of opposite sex. Finally, the study concluded that young people in India mainly use cell phones for private communication and needs.

Handheld computers have untapped potential to improve HIV/AIDS programs in sub-Saharan Africa, particularly in the collection of survey data. We conducted an experiment in three neighborhoods of Luanda, Angola to assess the impact of the technology on people’s comfort and willingness to disclose sensitive personal information, such as sexual behavior.

Participants were asked about their HIV/AIDSrelated knowledge, attitudes, and practices by local interviewers using either handheld computers or paper surveys. T-tests showed no differences between participants’ self-reported comfort across handheld and paper conditions. However, participants in the handheld condition were more likely to give socially desirable responses to the sexual behavior questions than participants in the paper condition. These results suggest that using handheld computers in data collection in sub-Saharan Africa may lead to biased reports of HIV/AIDS-related risk behaviors.

Text messaging has become a popular form of communication with mobile phones worldwide. We present findings from a large scale text messaging study of 70 university students in the United States. We collected almost 60, 000 text messages over a period of 4 months using a custom logging tool on our participants’ phones. Our results suggest that students communicate with a large number of contacts for extended periods of time, engage in simultaneous conversations with as many as 9 contacts, and often use text messaging as a method to switch between a variety of communication mediums. We also explore the content of text messages, and ways text message habits have changed over the last decade as it has become more popular. Finally, we offer design suggestions for future mobile communication tools.

With the push to better school results in mathematics, science, and technology related subjects, often language education is moved into the background. In Africa, however, education is often not in the mother tongue of the learners. Pupils are in a position where they are trying to learn complicated subjects such as science and mathematics in a language which is not their home language. In some African countries, there are dozens if not hundreds of languages. Hadeda is a project where primary school pupils (and even secondary school pupils) are encouraged to practice spelling words or vocabulary words using their cell phone. Hadeda allows the language teacher to create spelling lists or vocabulary lists in English and Afrikaans. Hadeda then generates a fun cell phone application using multiple text-to-speech engines to encourage pupils to practice spelling the words.

In a world where school books, pencils and paper have to compete with cell phones, IPODs, and MP3 players for pupils' attention, Dr Math entices pupils to practice basic mathematics skills by providing games and competitions using Mxit over cell phones. Dr Math is a Mxit contact which pupils can add which gives pupils the opportunity to compete with other pupils in basic arithmetic skills such as addition and multiplication and more advanced mathematics skills such as factoring a polynomial and finding the prime factors of a number. In addition, interactive fiction games are available with mathematical twists in a plot that require some basic arithmetic skills to solve the puzzle. And, all of this is done over Mxit – South Africa's leading instant messaging provider – on cell phones.

A how-to guide on using and implementing RapidSMS for mobile data collection and communication.

Cellphones have the potential to improve education for the millions of underprivileged users in the developing world. However, mobile learning in developing countries remains under-studied. In this paper, we argue that cellphones are a perfect vehicle for making educational opportunities accessible to rural children in places and times that are more convenient than formal schooling. We carried out participant observations to identify the opportunities in their everyday lives for mobile learning. We next conducted a 26-week study to investigate the extent to which rural children will voluntarily make use of cellphones to access educational content.

Our results show a reasonable level of academic learning and motivation. We also report on the social context around these results. Our goal is to examine the feasibility of mobile learning in out-of-school settings in rural, underdeveloped areas, and to help more researchers learn how to undertake similarly difficult studies around mobile computing in the developing world.

In many developing countries such as India and China, low educational levels often hinder economic empowerment. In this paper, we argue that mobile learning games can play an important role in the Chinese literacy acquisition process. We report on the unique challenges in the learning Chinese language, especially its logographic writing system. Based on an analysis of 25 traditional Chinese games currently played by children in China, we present the design and implementation of two culturally inspired mobile group learning games, Multimedia Word and Drumming Strokes. These two mobile games are designed to match Chinese children’s understanding of everyday games. An informal evaluation reveals that these two games have the potential to enhance the intuitiveness and engagement of traditional games, and children may improve their knowledge of Chinese characters through group learning activities such as controversy, judgments and self-correction during the game play.