Effects Of Mobile Devices Research Articles

A Bibliometric Analysis of Trending Mobile Teaching and Learning Research from the Social Sciences

With the development of computer and information technology, mobile teaching has enjoyed pride of place among teaching mediums in the past two decades. To visually explore the mobile learning hotspots and trends present in international journals, this study adopted two science mapping tools (CiteSpace and VOSviewer) to first detect and then visualise emerging trends (i.e., hotspots) in the mobile learning literature. A total of 528 mobile learning articles published between 2003 and 2021 that appeared in 21 international educational technology journals indexed in the SSCI database were retrieved for bibliometric analysis. The results show (1) there was a remarkable increase in academic output in this field starting in 2008 that topped out in 2021; (2) co-authorship with academics from diverse countries/regions and institutions was evident; (3) three trending foci in the literature include defining mobile learning, designing learning systems, and exploring mobile learning effectiveness; and (4) the high-frequency co-cited publications focus on the effectiveness of mobile devices via different research methods. This study provides scholars with an accessible summary of the current trends in mobile learning, identifies the active researchers in this field, and reports on which outlets are most relevant for research produced on this topic. In addition, the findings have direct implications for the education and private sectors. Mobile devices are not widely adopted in classroom settings and are often considered a learning tool more suited for out-of-class assignments or practice. Therefore, it is necessary for information technology educators to invest in actively initiating the integration of mobile technology into the classroom. Those in the technology industry should aim to develop mobile devices and relevant educational applications/software that can be utilised not only within the confines of the classroom but also to bridge in-class and out-of-class learning.

The adverse effects of mobile devices on willingness to donate and online fundraising outcomes

Over the last few years, online donations have dramatically increased, and digital devices have become new channels for raising donations, replacing traditional paper forms. To better understand the effectiveness of these new digital channels, we investigate whether different device types influence donation outcomes. Overall, the results of three experimental studies consistently show a negative effect of mobile devices on willingness to donate (WTD) and donation amounts. For charitable donations, donors on a mobile (vs. non-mobile) device display less positive moods, which then lowers their WTD, resulting in lower donation amounts, suggesting a negative serial-mediation effect. Moreover, the moderated serial-mediation analysis reveals that the negative serial-mediation effect becomes stronger in a socially-distant (vs. socially-close) situation; however, for non-charitable donations (political fundraising), the mediating role of moods is attenuated while WTD still mediates the device-type effect on donation amounts. This study is the first to introduce device type as a digital medium that influences online donation outcomes and offers novel findings that the adverse effects vary not only by donors’ device type but also by social distance from their donation target. These findings help both business and non-profit organizations better understand online donors’ device usage to improve their fundraising outcomes.

The Role of Mobile Devices on Online EFL Skill Courses During Covid-19 Emergency Remote Education

The recent Covid-19 based emergency remote education caught educational practitioners unprepared and caused learners to rely on any technology which offered them the best pedagogical solution. Since mobile devices such as smartphones, tablets, and notebooks are widely used in daily life, EFL learners also preferred to utilize them for online courses due to their undisputable mobility. However, using mobile devices in long online EFL courses is not without its limitations. This study aimed to examine the mobile experience during EFL skill courses in emergency remote education. 47 EFL preparatory class students who were attending online courses for 4 months with their mobile devices were asked to write a reflection for each skill course based on three main categories: Limitations of mobile devices, effects of mobile devices on in-classroom interaction, and device satisfaction rates. The initial findings addressed that EFL learners commonly used smartphones or notebooks for online courses rather than desktop PCs and tablets. Secondly, our results revealed various limitations for each EFL course such as limited screen size, overheating, microphone problems, and internet connection efficiency. On the other hand, although mobile devices were reported to have worked fine for in-class communication, device satisfaction rates regarding online courses were low, especially for smartphones.

Effectiveness of mobile devices as audience response systems in the chemistry laboratory classroom

AbstractPedagogical innovation involving smartphone technology may offer teachers the opportunity to create an environment of engaging learning in laboratories. In this paper, we outline how to use Socrative Student Response by Mastery Connect, a variation of a real‐time audience response system. We hypothesized that using this application as an audience response system can enhance learning and identify student knowledge gaps in chemistry laboratory classes. In order to explore the relationships among factors and the educational effectiveness of Socrative, data from a graduate‐level chemistry course students were investigated. Before and after laboratory classes, experimental subjects completed an audience response system quiz using Socrative application in their mobile devices. Students felt that the method enhanced their learning process whereas teachers reported that it improved academic performance and the relationships between teachers and students. Socrative can be considered as a powerful tool to dynamize and evaluate chemistry laboratory practices.

Exposure to and use of mobile devices in children aged 1-60months.

The present study was conducted to determine young children's (aged 1-60months) exposure to and use of mobile devices. The study included 422 parents of children aged 1-60months admitted to pediatric outpatient clinics. A questionnaire was administered to the parents via face-to-face interview. Children's overall exposure to mobile devices was 75.6% (n = 319). Of the children, 24.4% (n = 103) had never used a mobile device. Among the children that had used a mobile device, 20.6% (n = 66) were aged between 1 and 12months; 24.5% (n = 78) were aged between 13 and 24months. The median age at the first time use of a mobile device was 12months. The youngest child that used a mobile device was 6months old. Tablets had a significant difference in the age at first use compared with other mobile media types (P < 0.01). Children's overall mobile device ownership was 30.7% (98/319) in frequency. There was a positive relationship between mobile device ownership and age (p < 0.001). The most commonly owned mobile device was a "tablet" at a frequency of 68.4% (67/98). The frequency of tablet ownership was inversely associated with household income (P < 0.01). Of the children that used mobile devices, 25.7% (82/319) used multiple mobile devices simultaneously. Among 422 children, 15.9% (n = 67) had a tablet in their room. The frequency of tablet use and ownership was inversely related to the mother's educational level (P < 0.01). The parents reported that 22.3% (n = 71) never received help while navigating the mobile device. The most frequent activity with mobile devices was watching videos (70.8%, n = 226). Of the parents, 59.6% (190/319) let their children use mobile devices while they are doing daily tasks or domestic chores. Of the parents, 91.5% (n = 386) reported not having been informed by a doctor about the effects of mobile devices on their children.Conclusion: This study demonstrates a high prevalence of exposure to mobile devices in young children. The frequency of tablet use and ownership of offspring was inversely related with maternal educational level and household income. What is Known: • Mobile phones and other similar mobile devices are now embedded in the dailylives of children. • There are limited data about mobile media use in early childhood, and few guidelines on which clinicians can base their recommendations. What is New: • The exposure to mobile devices is high in young children aged 1-60months. • The frequency of tablet use and ownership of offspring was inversely related to household income and maternal educational level.

Effectiveness of Mobile Devices on Vocabulary Learning: A Meta-Analysis

Mobile devices are considered as the most widely used information and communication technologies. They have provided great advantages in language learning. This study reports a meta-analysis of the effectiveness of using mobile devices on vocabulary learning. A meta-analysis was conducted on research that compared the outcomes from students learning vocabulary using mobile devices to those learning vocabulary using traditional ways of learning. The meta-analysis examined how effect sizes varied based on learners’ age, type of vocabulary learning (receptive or productive), and aspects of vocabulary used (form, meaning, and use). This meta-analysis examined the effect of using mobile devices on vocabulary learning by reviewing 16 studies involving 986 participants. The use of mobile devices in learning vocabulary was associated with greater achievement in comparison with traditional ways. The findings of the meta-analysis indicate a medium effect of using mobile devices on vocabulary learning ( g = .67). Major findings of the current meta-analysis include the following: (a) Mobile devices have moderate effect sizes on both ways of vocabulary learning (productive and receptive), (b) adult learners get benefit from using mobile devices in vocabulary learning better than young learners, and (c) mobile devices have moderate effect on all aspects of vocabulary learning.

Seismic volume visualization at your fingertips

Volume visualization has become an essential tool for geoscientists in the oil and gas industry. Using this technology, geosci¬entists interact with volumes of seismic data to locate, isolate, and understand the spatial relationships of important geologic features in a context-rich 3D environment. In the past decade, the continued evolution in hardware and software of mobile devices is putting desktop capabilities in everyone’s palms. As such, mobile devices are becoming more useful as an interactive 3D visualization platform. In this paper, I evaluate and demonstrate the effectiveness of mobile devices to perform seismic vol¬ume visualization. Sub-volumes of data containing different stratigraphic depositional environments were first extracted from three 3D seismic surveys. The rendered 3D graphics were examined in detail. The results illustrate that volume visualization on mobile devices enables the exploration of detailed variations in the seismic response. Therefore, it facilitates the interpretation of the imaged geologic features. I anticipate that mobile devices will revolutionize the interpretation of seismic data volumes by allowing geoscientists to visually examine their data anywhere and at any time.

A Karaoke System with Real-Time Media Merging and Sharing Functions for a Cloud-Computing-Integrated Mobile Device

Mobile devices such as personal digital assistants (PDAs), smartphones, and tablets have increased in popularity and are extremely efficient for work-related, social, and entertainment uses. Popular entertainment services have also attracted substantial attention. Thus, relevant industries have exerted considerable efforts in establishing a method by which mobile devices can be used to develop excellent and convenient entertainment services. Because cloud-computing technology is mature and possesses a strong computing processing capacity, integrating this technology into the entertainment service function in mobile devices can reduce the data load on a system and maintain mobile device performances. This study combines cloud computing with a mobile device to design a karaoke system that contains real-time media merging and sharing functions. This system enables users to download music videos (MVs) from their mobile device and sing and record their singing by using the device. They can upload the recorded song to the cloud server where it is merged with real-time media. Subsequently, by employing a media streaming technology, users can store their personal MVs in their mobile device or computer and instantaneously share these videos with others on the Internet. Through this process, people can instantly watch shared videos, enjoy the leisure and entertainment effects of mobile devices, and satisfy their desire for singing.

Effects of Mobile Devices and Text Messages

This collection of four studies was one of the first to explore an emerging model for mobile learning (Sharples et al., 2007; Taylor et al., 2006). Students in two introductory journalism courses, open to all majors, used either a tablet (N = 44) or a smaller smartphone/iPod (N = 31) to complete assignments. Goals included assessment of the value of rehearsed production of mobile content, graded field assignments, and performance on a mobile quiz with or without optional course-related text messages prior to the quiz. Results indicated consistent support for the value of rehearsing mobile skills and statistically significant higher quiz scores for those receiving guiding text messages. A post semester survey administered to 11 blended courses using or not using mobile devices (N = 459) revealed significantly higher ratings from mobile users for perceived course efficiency, access to course content, intention to take future blended courses, and overall satisfaction.