J.A. Jacko (Ed.): Human-Computer Interaction, Part IV, HCII 2009, LNCS 5613, pp. 217–225, 2009. © Springer-Verlag Berlin Heidelberg 2009 Supporting End-User Development of Personalized Mobile Learning Tools Marco de Sá and Luís Carriço LaSIGE & University of Lisbon Campo-Grande, 1749-016, Lisboa, Portugal {marcosa,lmc}@di.fc.ul.pt Abstract. Mobile devices present great features for the support of pervasive learning and content personalization. This paper presents a framework which takes advantage of these features and supports end-users while creating their customized tools for their students. Additionally, the framework comprises means for teachers to include persuasive and motivational mechanisms and hints, promoting student engagement while pursuing their learning activities. We describe the framework’s architecture, its features, including the supporting guidelines and development process, and detail some of the already developed material and the results that emerged during initial trials and case studies, also stressing their contributions to the field of m-learning. Keywords: Mobile devices, personalization, multimedia content. 1 Introduction With the rapid development of mobile technology and the ever growing amount of capabilities that mobile devices possess, the transition from e-learning to mobile learning has been gradually taking place [8]. Taking advantage of their hardware characteristics, mobile devices are ideal tools to support the learning process, espe- cially given their pervasive nature and personal use. As they are carried with users throughout most of their daily lives, they offer the opportunity to provide support to learning activities regardless of the users’ location and can be used in concert and as a complement to other materials. Moreover, the inclusion of multimedia and multimo- dalities extend their reach to different domains and users, with different backgrounds and ages and with or without disabilities. With this in mind, there has been a recent momentum towards the development of tools that support mobile learning and in particular mobile evaluation [1,2]. Existing examples range from tests and questionnaires that target specific contents or subjects [3,5], some tutorials, digital books and learning material with augmented content [6, 7]and annotations tools. However, most of these are usually restricted to particular subjects or content [9], do not consider the inclusion of different educational activities and, most importantly, do not offer power-users/teachers the ability to configure the provided material according to different dimensions that better suit the needs of their students. The few tools that provide some degree of flexibility [1] either require con- nections to remote servers or do not offer the ability to adjust the resulting interfaces