Page - 245 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

4.2 Individual Study and Test In team-based mobile learning, it is important to get the individual learner prepared for the learning task and take readiness assessment tests. To ensure individual preparation, the learning materials should be allocated to the intelligent learning platform timely and appropriately. Questions are designed to evaluate students’ conceptual understanding of the learning materials. Michaelsen and colleagues [5] suggest approximately twenty multiple-choice questions at the start of each new module for the readiness assessment test. However, depending on the complexity of the learning task, the number of questions may vary from five to twenty. For example, in an English class, the team-based presentation project is based on a 15-minute video speech which lasts 20-30 minutes. To get all students prepared for the project presentation in face-to-face class, five multiple-choice questions are an appropriate design to test students’ understanding of the video speech before the project presentation. 4.3 Multiple Team Activities To achieve both the learning and performance goal through team-based projects on the mobile platform, there are various activities conducted during the process. First of all, before the team project, the performing team discuss and decide the topic, and then upload the resource to the intelligent teaching platform. To ensure the class readiness for their project presentation, they design the questions and initiate a readiness assessment quiz in the interactive learning environment. When performing their project in class, they may involve other teams’ participation by conducting brainstorming, survey, question-answering game and so on. After the project performance, other teams make peer assessment and give them a score according to the rubrics established at the beginning of the semester. 4.4 Self-efficacy and Team Potency According to Bandura [20], self-efficacy is defined as people’s beliefs “about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives”. In Internet-based settings, many research [21] [22] [23] indicate that students with higher self-efficacy gain better performance than those with lower self-efficacy. Team potency is another belief shared by team members that their group is effective at achieving assigned results [24]. The study by Monteiro and Vieira [25] demonstrates that team potency has a positive relationship with self-efficacy. In the implementation of the TBML model, the hypothesis is that the achievement of both learning and performance goals is closely connected with students’ self-efficacy and team potency, which are reflected by collaboration and teamwork in the team-based project. 4.5 Learning Outcome and Performance Evaluation In the TBML model, learning outcome is mainly evaluated by quizzes, tests, exams and peer assessment. For one thing, students’ personal learning goal is specifically related to the subject and content they are learning. And it is mainly evaluated by quizzes and tests. For another, performance goal is assessed through peer evaluation on the team- Q.Zhuetal. /Team-BasedMobileLearning: AFramework forSupporting InteractiveLearning 245