Rapid improvement of technology integration in context-aware learning spaces

Context-aware learning spaces (CALSs) utilise resources of the surrounding context in the learning process. UFractions is a CALS combining a storytelling game on a mobile phone and fraction rods for learning mathematics at middle schools. Technology integration is the process by which a technology is introduced to a pedagogical setting with an aim to use it effectively for teaching or learning. We proposed a tool for rapid improvement of technology integration in CALSs and used the tool to evaluate UFractions from the learner's perspective in the Mozambican context. As results we identified 22 disturbance factors and made a comparison to a previous study which was conducted in South Africa and in Finland with instruments that were not meant for assessing technology integration. The results indicate that the proposed tool yields more accurate results with a significantly smaller data set than the previous study. Furthermore, the identified disturbance factors guide the improvement process of UFractions.