Cross-cultural design of mobile mathematics learning service for south african schools

In the era of mobile devices and services, researchers in the educational domain have been interested in how to support learning with mobile technology in both local and global contexts. Recent human-computer interaction (HCI) research in the educational domain has particularly focused on how to develop mobile learning services and how to evaluate the learning outcomes. However, learning occurs in a local cultural context and the impact of culturally sensitive issues of the design of mobile learning needs more attention. We studied mobile mathematics learning -service in a longitudinal research with over 30 South African schools during three years. Our aim was to understand culturally dependent issues which need to be taken into consideration in the design of mobile learning services. We found subjective and objective culturally dependent issues in the content, context, infrastructure and technology of mobile learning and therefore, subjects to cross-cultural research. In conclusion, we argue that localization enhances the user experience and therefore support learning.