Abstract
<p>The purpose of the present research was to validate a stated model for mobile applications as one of the modern teaching methods in the learning process with specific focus on its effectiveness on the teacher’s role and development of Libyan learners’ motivation towards learning. To achieve this research aim, the researcher used a descriptive approach as a quantitative research design that utilizes a Structural Equation Modeling (SEM) Method in order to evaluate the main hypotheses of the research. The study sample consisted of 450 participants (lecturers at the Faculties Physical Education-Libya). The conclusion of the resulting study showed the presence of a weak or low correlation linking mobile learning applications and the development of students' motivation towards learning (.16). However, the study showed that the impact of mobile learning applications on the teacher’s role was (.63). Moreover, the study found that the teacher's role has a higher level of significant influence or impact than mobile learning applications on the development of students 'motivation towards learning (86). The results also revealed that there is an indirect impact of mobile applications through the teacher’s role which was higher than its direct impact on the development of students' motivation towards learning.</p>
Highlights
Nowadays, the world is witnessing a rapidly growing development in various fields, in the area of technology
Due to the independence of the factors or variables making up the measurement in this study, a (CFA) was used to analyze each factor separately to verify the construct validity of every part of the measurement scale as follows
The current study aimed to test the impact of the direct relationship between mobile learning applications and the development of students’ motivation towards learning among Libyan students at the Faculties Physical Education-Libya on one hand and the indirect relationship between mobile learning applications and the development of students’ motivation towards learning through the lecturer’s part in the acquisition of knowledge on the other hand
Summary
The world is witnessing a rapidly growing development in various fields, in the area of technology. Technology in its multiple and various forms has become an essential requirement of this modern age where the technical progress or advancement is penetrating all fields including education that has been given its adequate share of this advancement. Curriculum and syllabus designers are required to give more attention to mobile phone applications to support student learning: both individually and collaboratively or in groups (Baird & Fisher, 2005). Some previous studies (Jonas-Dwyer et al, 2012) have pointed out the fact that the use of mobile devices have spread rapidly among people and the effect it might have on both the teachers’ and students’ if used for educational purposes. Previous researchers have observed the spread of mobile applications among people in the society in general and in particular, among students both males and females. As stated by (Teng & Helps, 2010), this can be attributed to the powerful and pervasive use of these technological devices as well as their importance as a means to learning in education
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