Wireless interconnected handhelds have been used to foster collaborative construction of words among elementary school students.
Students in a first grade classroom in Chile[4] were organized into groups and asked to construct words from syllables.
Students in a high-school physics class in Chile[7] were issued networked PocketPCs and organized into groups.
The software was further developed to mediate the interaction of students in small-groups facilitating their collaboration in activities related to different subject areas.
This requires shared commitment and individual responsibility in order to make collective decisions and reach consensus.
[9] Musex is an application in which elementary school students can enhance their understanding of exhibits by collaboratively (in pairs) answering related questions via PDA in museums.
[12][13] The following trends identified regarding mobile learning are notable: In 2010, Project Tomorrow conducted the Speak Up 2010 national survey,[14] and invited participation from students, parents, teachers, librarians, administrators and technologists from private and public education sectors.
Rooted in the discipline of geomatics, geospatial games prompt students to tackle environmental issues such as climate change and sustainable development[17][18] by situating collaborative play in outdoor spaces.
Groundwater Survivor,[19] a game located on the University of Guam campus, asks middle school students to collaborate to find fresh water.
In the project Taking Language Learning Out of the Classroom and Into the Streets,[21] students are immersed in solving the mystery that is Mentira.
[22] A mobile-device-supported peer-assisted learning[23] (MPAL) system runs on tablet computers and is used to facilitate collaborative reading activities of elementary English as a foreign language (EFL) learners.
The MPAL system is then used to assess the readers' performance as a "fail" or "pass" based on the accuracy ratio provided.
[25] Mobile devices help students to keep up-to-date with the current discussions and eliminate the accumulation of unread messages.
After students submit feedback (typically to multiple choice or true-false questions), the instructor can display the submitted feedback anonymously in diagram form. Applications of ARS include administrative uses (i.e. taking attendance), formative assessment (i.e. what is the answer to this question?
[29] Given the potential of enhancing learning through the use of an ARS, many instructors have shown a keen interest in the collaborative application of the technology.
Developed by Eric Mazur and his group, PI emphasizes the interaction between students as a key component to the learning process.