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However, the design of context-aware mobile learning systems provides the authors with major challenges in terms of both defining use context as well as developing appropriate concepts relevant to the design of contextual information on the systems. Educators have highlighted the role of activity in science development and learning, implying that activity theory can be used to design a mobile learning environment. This paper presents the use of activity theory as a framework for describing the design of a context aware mobile learning application. A case study for the design of a mobile learning application for science learning is described using activity theory.<\/p>","DOI":"10.4018\/ijdet.2013100103","type":"journal-article","created":{"date-parts":[[2014,3,7]],"date-time":"2014-03-07T19:50:48Z","timestamp":1394221848000},"page":"30-44","source":"Crossref","is-referenced-by-count":4,"title":["Activity Theory Approach to Developing Context-Aware Mobile Learning Systems for Understanding Scientific Phenomenon and Theories"],"prefix":"10.4018","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8598-7355","authenticated-orcid":true,"given":"Lorna","family":"Uden","sequence":"first","affiliation":[{"name":"Faculty of Computing, Engineering and Science, Staffordshire University, Stoke-on-Trent, UK"}]},{"given":"Gwo-Jen","family":"Hwang","sequence":"additional","affiliation":[{"name":"Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan"}]}],"member":"2432","reference":[{"key":"ijdet.2013100103-0","first-page":"25","article-title":"From practice fields to communities of practice","author":"S. 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