Seite - 246 - in Intelligent Environments 2019 - Workshop Proceedings of the 15th International Conference on Intelligent Environments

based project performance. Students’ collaboration and teamwork should be taken into account in the performance evaluation. 5. Research on the TBML Model Currently we are conducting a study to validate the framework of TBML proposed in this paper. In the study, we apply TBML model to design and conduct a College English course in a comprehensive four-year university in China. Class activities are centered on a variety of team-based learning projects, such as video speech sharing, paragraph translation, essay writing, and presentation in small teams. All learning activities occurred in this platform (Moso Teach), the intelligent mobile teaching platform, which collects data using its built-in analytics tools and records students’ learning process. Students’ individual learning goal will be achieved by undertaking tasks and activities before, during, and after the team-based mobile project. Their learning is evaluated by periodical quizzes and the final exam. As for the performance goal, the TBML model aims to improve learners’ collaboration and engagement through the holistic process of the team-based mobile learning. The assessment will be based on classroom observation, students’ comments and interactions through various digital and social media. Detailed of this empirical study have been reported in a paper that will appear in a special issue showcasing X-Reality and Immersive Learning in the Journal of Interactive Learning Environment [26]. Acknowledgements This paper was supported by the Canada-China Scholars’ Exchange Program, a scholarship undertaken with the assistance of the Government of Canada. References [1] J. A. Hyman et al., Electronic Reading and Digital Library Technologies: Understanding Learner Expectation and Usage Intent for Mobile Learning, Educational Technology Research and Development (2014), 62, 35-52. [2] K. N. Chee et al., Review of Mobile Learning Trends 2010-2015: A Meta-Analysis, Educational Technology & Society (2017), 20(2), 113–126. [3] T. Fundación, Guía mobile learning [Mobile Learning Guide] (2013). http://curalia.fundaciontelefonica.com/wp-content/uploads/2013/01/Guia_MobLearning.pdf [4] Q.L. Zhu and M.J. Wang, Team-based Mobile Learning Supported by an Intelligent System: Case Study of STEM Students (In Press). [5] L. Michaelsen et al., Team-based Learning: A Transformative Use of Small Groups in College Teaching, Stylus Publishing, Sterling, VA, 2002. [6] E. Gomez et al., Computer-supported Team-based Learning: The Impact of Motivation, Enjoyment and Team Contributions on Learning Outcomes, Computer & Education (2010), 55, 378-390. [7] J. Sibley, Team-based Learning Alternative to Lecturing in Large Class Settings (2008). http://www.teambasedlearning.apsc.ubc.ca/wp-content/uploads/tbl_intro_2008.pdf. [8] E. Klopfer et al., Environmental Detectives: PDAs as a Window into a Virtual Simulated World. In Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (2002), 95–98. Q.Zhuetal. /Team-BasedMobileLearning: AFramework forSupporting InteractiveLearning246