Human-Computer Interaction Perspective on Mobile Learning: Gender and Social Implications

Ahmed Al-Hunaiyyan,Salah Al-Sharhan,Andrew Bimba,Rana Alhajri

doi:10.3991/ijim.v15i11.21367

Abstract

<p>The state of Kuwait has implemented a national e-learning initiative that included the distribution of mobile devices (Tablets) to be used by students and educators. Understanding the obstacles which currently prevent a successful roll-out, implementation, and adoption of mobile learning methods in Kuwait is vital. The opportunities for learners are particularly essential in this respect, and an absence of research remains an issue as far as Kuwait is concerned. This research was carried out within Kuwait Higher Education (HE) facilities to assess students' opinions and motivations for adopting this form of learning, aiming to analyse its efficacy and explore the social factors and gender issues that might impact extending mobile learning (m-learning) potential throughout Kuwait. A questionnaire has been central to this research, sent out to 620 students in total. Two statistical methods, an analysis of variance (ANOVA), and an independent-sample t-test, have been applied. The latter is essential for assessing if any statistical significance exists between two unrelated groups (male and female being the two independent variables). The results reveal disparities of age and gender while highlighting certain social and cultural factors that might prove to be obstacles that m-learning will need to overcome. A firm analysis of such issues will enable improved approaches to help learners' access and make the most robust m-learning methods.</p>

Highlights

Reliance on mobile devices is felt in most elements of our daily lives, resulting in their utilisation throughout education programs – referred to as mobile learning (m-learning)
By assessing the mean values, we find that men are more inclined to use Facebook, YouTube, and LinkedIn than women, but women are more likely to utilise Snapchat
The purpose of conducting this research is to gain a clearer picture of learners‘ opinions and perspectives on m-learning via the related social factors and gender dynamics present in Kuwaiti facilities

Summary

Introduction

Reliance on mobile devices is felt in most elements of our daily lives, resulting in their utilisation throughout education programs – referred to as mobile learning (m-learning). This concept is summarised as a learning dynamic that exists between students and their various resources, which are obtainable remotely thanks to technological advances [1]. The resulting accessibility, among younger generations, together with quality infrastructure to support its use, means that Kuwait is well-placed to make the most of all mobile technology has to offer [5, 6]. Understanding the obstacles which currently prevent a successful roll-out, implementation, and adoption of mobile learning methods in Kuwait is vital

Objectives

Methods

Results

Conclusion