Abstract
The connection between collaborative learning and the new mobile technology has become tighter. Mobile learning enhances collaborative learning as learners can access information and learning materials from anywhere and at any time. However, supporting efficient mobile learning in education is a critical challenge. In addition, incorporating technological and educational components becomes a new, complex dimension. In this paper, an efficient collaborative mobile-learning architecture based on mobile agents is proposed to enhance learning activity and to allow teachers and students to collaborate in knowledge and information transfer. A mobile agent can control its own actions, is able to communicate with other agents, and adapts in accordance with previous experience. The proposed model consists of four components: the learner agent, the teacher agent, the device agent and the social agent. The social agent plays the main role in the collaborative tasks since it is responsible for evaluating the collaborative interactions among different learners. Additionally, it offers an evaluation indicator for the learners' collaboration and supplies the teacher with learner's collaboration reports. The proposed model is evaluated by introducing a collaborative mobile-learning case study applied to two full classes of undergraduate students. To conduct the model experiments, students were asked to complete a questionnaire after they used the proposed model. The questionnaire results statistically revealed that the proposed architecture is easy to use and access, well-organized, convenient, and facilitates the learning process. The students thought the proposed m-learning application should complement rather than replace the traditional lectures. Moreover, the experimental results show that the proposed collaborative mobile learning model enhances the learner's skills in problem solving, increases the learner's knowledge in comparison with individual learning, and social agent encourages learners for more participation in the learning tasks. Based on the experiments conducted, the authors found that the proposed model can improve the quality of the learning process by assessing learners' and groups' collaboration, and it can help teachers make learners improve how they work in groups. This also provides various ways of assessing learners abilities and skills in groups. It is also possible to integrate the collaborative e-learning with the proposed collaborative m-learning.