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learning content is really attracting students’ interest on learning. Moreover, we have to focus more on the Learner’s preferences and needs to promote a higher rate of engagement and motivation for learners and helps learners stay on track with learning process. 6. Conclusion In this paper we have discussed the context in mobile learning from the point of view of the learners. We created a questionnaire, with the aim of understanding what learning contexts are important to the learners in the learning process. According to the results we conclude that the most important learning context to the learners in the learning process is the learner’s preferences and needs, in addition to the prior knowledge. In our future work we plan to propose a new Context-aware Mobile Learning Approach in which we will focus on the learner’s preferences. And Students’ learning achievement would be better by using this new approach. Acknowledgments The user-centric definitions of context and context-awareness are by Juan C. Augusto. References [1] S. L. Wang, C. Y. Wu, Application of context-aware and personalized recommendation to implement an adaptive ubiquitous learning system, Systems with Applications, 38, 10831, 2011. [2] H. Crompton, A historical overview of mobile learning: Toward learner-centered education. In Z L Berge & L Y Muilenburg (Eds.), Handbook of mobile learning, Florence, KY Routledge, Italy, 2013, 3–14. [3] A.K Dey, Understanding and using context. Personal and Ubiquitous Computing 5 (1), 2001, 4–7. [4] Alegre, Juan Carlos Augusto, Tony Clark, Engineering Context-Aware Systems and Applications: A survey, Journal of Systems and Software, 117 . ISSN 0164-1212, 2016, 55-83. [5] M. Sharples, Making sense of context for mobile learning. In J. Traxler & A. Kukulska-Hulme (Eds.), Mobile Learning: The Next Generation. Abingdon: Routledge, 2015, 140-153. [6] S. Go´mez, P. Zervas, D. G. Sampson, and R. Fabregat, Context-aware adaptive and personalized mobile learning delivery supported by UoLmP, Journal of King Saud University – Computer and Information Sciences, 2014, 47–61 [7] D. Kolb, The Learning Styles Inventory, and Learning Styles Inventory: Technical ManualMcBer and Co., Boston, MA, 1976. [8] J. Hattie and G. Yates, Visible Learning and the Science of How We Learn. London: Routledge. 2014. [9] https://www.teachingenglish.org.uk/article/prior-knowledge [10] A. Hanemann, A. Liakopoulos, M. Molina, D. M. Swany, "A study on network performance metrics and their composition", Campus-Wide Inform. Syst., vol. 23, no. 4, 2006, 268-282. [11] E. J Brown, Education in the wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series. Education in the wild: contextual and location- based mobile learning in action, Garmisch-Partenkirchen, Germany, 2010. K.Chouchaneetal. /Context inMobileLearning: ThePointofViewof theLearners 289