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<a target="_blank" rel="noopener" href="https://fatcat.wiki/container/jzyk2laxlzhrvkqh5pvca5iau4" style="color: black;">International Journal of Mobile and Blended Learning</a>
Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented learning episodes towards a longer term, reflective learning journey. Drawing from relevant literature we consider how FPIs can be used in the EU-funded<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.4018/ijmbl.2014100105">doi:10.4018/ijmbl.2014100105</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/gyjkm2agjfcklgpqbhfihh4wji">fatcat:gyjkm2agjfcklgpqbhfihh4wji</a> </span>
more »... MASELTOV project which explores how a suite of smartphone apps can support recent immigrants to Europe to become integrated in their new cities. These apps allow learning episodes to be part of daily activities and interactions. The authors discuss what kinds of FPIs should be provided and introduce the SCAMP model which emphasises five types of FPIs-Social, Cognitive, Affective, Motivational and Progress. Finally, the authors provide examples of FPIs that will be used in the MASELTOV project.
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