Field Of Mobile Learning Research Articles

Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

AbstractBackgroundMobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance.ObjectivesThis study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language (EFL) courses in higher education.MethodsA structural model based on hypotheses was validated using PLS‐SEM with data from the interaction of 127 students of eight EFL courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks. Automatic data collection in the application and self‐reported instruments were applied.Results and ConclusionsUse of scaffolding mechanisms, time on‐task and reported effort are strong predictors of students' learning outcomes. The use of scaffolding strategies predicts students' time on‐task. The provision of corrective feedback is not a predictor of students' learning performance but predicts other constructs such as perceived usefulness and the behavioural intention to use.ImplicationsMobile‐based assessment systems should include scaffolding mechanisms and integrate strategies to increase the perceived relevance of the formative assessment activity to increase the student learning performance. Scaffolding mechanisms are also useful to increase the student time on‐task in the formative assessment activity. In mobile‐based formative assessment activities more elaborated forms of feedback other than corrective feedback are needed to increase student performance.

Mobile learning: research context, methodologies and future works towards middle-aged adults - a systematic literature review.

Over the past several years, mobile learning concepts have changed the way people perceived on mobile devices and technology in the learning environment. In earlier days, mobile devices were used mainly for communication purposes. Later, with many new advanced features of mobile devices, they have opened the opportunity for individuals to use them as mediated technology in learning. The traditional way of teaching and learning has shifted into a new learning dimension, where an individual can execute learning and teaching everywhere and anytime. Mobile learning has encouraged lifelong learning, in which everyone can have the opportunity to use mobile learning applications to gain knowledge. However, many of the previous studies on mobile learning have focused on the young and older adults, and less intention on middle-aged adults. In this research, it is targeted for the middle-aged adults which are described as those who are between the ages of 40 to 60. Middle-aged adults typically lead very active lives while at the same time are also very engaged in self-development programs aimed at enhancing their spiritual, emotional, and physical well-being. In this paper, we investigate the methodology used by researchers based on the research context namely, acceptance, adoption, effectiveness, impact, intention of use, readiness, and usability of mobile learning. The research context was coded to the identified methodologies found in the literature. This will help one to understand how mobile learning can be effectively implemented for middle-aged adults in future work. A systematic review was performed using EBSCO Discovery Service, Science Direct, Google Scholar, Scopus, IEEE and ACM databases to identify articles related to mobile learning adoption. A total of 65 journal articles were selected from the years 2016 to 2021 based on Kitchenham systematic review methodology. The result shows there is a need to strengthen research in the field of mobile learning with middle-aged adults.

Using Text Mining Techniques for Extracting Information

Nowadays, research in text mining has become one of the widespread fields in analyzing natural language documents. The present study demonstrates a comprehensive overview about text mining and its current research status. As indicated in the literature, there is a limitation in addressing Information Extraction from research articles using Data Mining techniques. The synergy between them helps to discover different interesting text patterns in the retrieved articles. In our study, we collected, and textually analyzed through various text mining techniques, three hundred refereed journal articles in the field of mobile learning from six scientific databases, namely: Springer, Wiley, Science Direct, SAGE, IEEE, and Cambridge. The selection of the collected articles was based on the criteria that all these articles should incorporate mobile learning as the main component in the higher educational context. Keywords:- Text mining ⋅ Information extraction ⋅ Topic identification Scientific databases ⋅ Mobile learning ⋅ Higher education.

Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

AbstractBackgroundMobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance.ObjectivesThis study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language courses in higher education.MethodsA structural model based on hypotheses will be validated using partial least squares‐structural equation modelling with data from the interaction of around 100 students of English as a Foreign Language (EFL) courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks.Results and ConclusionsThis registered report describes the related work, hypotheses development, methodology, and proposed analysis to validate the structural model based on hypotheses. No results or conclusions have been obtained yet.

Advancements and research topics of museum-based mobile learning: a review of journal publications from 2008 to 2019

ABSTRACT This research reviewed the publications in the Scopus database in the museum-based mobile learning field based on the technology-based learning review model from 2008 to 2019. The aim of this study was to investigate trends in the field of museum-based mobile learning from the main journals and papers, including countries and areas, participants, research methods, learning domains, the orientation of adopted sensing or location-based technologies, learning strategies, and research topics. The cluster and co-occurrence analysis methods were used to analyze the main key terms and the relationships between them. Three thematic clusters, namely strategies and media for mobile-based museum learning, personalized supports for mobile-based museum learning, and applications of mobile-based museum learning were identified. The results show that inquiry-based learning was the most adopted learning strategy for higher education, while contextual mobile learning was the most frequently employed strategy for elementary school students; such extensively adopted mobile learning strategies as peer assessment, project-based learning, video sharing, and synchronous sharing were not adopted in the studies. In addition, an important finding in the literature of the main research purpose of museum-based mobile learning research is the affective domain, followed by the influence of learner characteristics and the effects of mobile learning.

Habit, hedonic motivation, performance expectancy and technological pedagogical knowledge affect teachers’ intention to use mobile internet

Utilizing mobile internet via mobile phones and tablets in school education is an emerging area of research, and different factors may affect this usage. Although the application of the Unified Theory of Acceptance and the Use of Technology (UTAUT model) is credible in the mobile learning field, it is still scarce when studying mobile technology-internet acceptance by primary or secondary school teachers. Therefore, in this study the UTAUT2 model was employed and extended to include the Technological Pedagogical Knowledge (perceived self-efficacy) factor, in order to investigate the constructs-factors that influence teachers’ intention of mobile internet use in the educational process. Two hundred and sixty-two primary and secondary school teachers across Greece completed an online questionnaire. It was found that Habit, Hedonic Motivation, Performance Expectancy, and Technological Pedagogic Knowledge significantly predict teachers’ intention to use mobile internet, while Behavioral Intention, Technological Pedagogical Knowledge, and Habit affect actual use. No moderating effect was shown. The findings of this study contribute to the research applying the UTAUT2 approach with the Technological Pedagogical Knowledge construct, for the exploration of teachers’ behavioral intention to utilize mobile internet in their teaching. The identification of specific constructs that predict teachers’ intentions and use of mobile internet, may have implications for teacher training, educational policy, as well as the design and/or use of educational computer systems.

Determinant Factors and Adaptation Features of Mobile Personalized Learning System

The mobile learning field is grown and enhanced to a more sophisticated platform for the last decades. It quickly becomes pervasive among educational stakeholders. Nowadays, both students and teachers are familiar with mobile devices to complete their tasks and assignments. A personalized system is one of the features contributing to the mobile learning system’s ease and effectiveness. This paper aims to identify the determinant factors and adaptation features from the previous works in this field. There are 30 papers to be included in the analysis using a coding strategy. The result elicits some determinant factors, including prior knowledge in using mobile devices, the ability to access the technology, and the existence of guidance from an expert. Also, several common adaptation features include user preferences, learning behavior, performance, and mobile-specific adaptation features such as device characteristics and content metadata. Study limitations and future directions are also discussed.

Bibliometric mapping of mobile learning

This study aims to reveal the tendency towards research in the field of mobile learning with the analysis of co-authorship, bibliographic coupling, co-occurrence, and citation by taking into consideration of author, publication, keyword, journal, country, university and citation variables. As of September 2019, the meta-data of a total of 5167 studies in the Web of Science database constituted the scope of this study. VOSviewer and sciMAT were used for the bibliometric analysis while Harzing’s Publish and Perish software was used for the h-index. As a result of the bibliometric analysis, it was concluded that the most effective countries in mobile learning are Taiwan, USA, China, and England. According to the keyword co-occurrence analysis, mobile devices, higher education, mobile technologies, tablet, and smartphone keywords stand out in the field of mobile learning. Within the period of 2015–2019, trending topics were broadly educational technologies and, more specifically, tablets, mobile phones, MOOCs and learning strategies. It was found that G. J. Hwang is the most influential researcher and National Taiwan University of Science and Technology is the most influential university. It can be concluded that the most effective researches are augmented reality, higher education, and smartphone oriented mobile learning researches. According to the analyses conducted in the context of journals, Computers & Education, British Journal of Educational Technology and Educational Technology & Society were the most contributing journals.

Student engagement with mobile‐based assessment systems: A survival analysis

AbstractResearch on mobile‐based assessment systems is still an emerging topic in the mobile learning field. Current research has demonstrated that the use of mobile‐based assessment systems seems to have a positive impact on students' learning outcomes and motivation. The paper identifies some factors that influence student engagement with mobile‐based formative assessment in a language learning course. Survival analysis of the interaction of N = 86 students from eight English as a Foreign Language (EFL) courses over 5 weeks showed that students with higher levels of self‐reported effort and perceived importance engaged for longer periods of time. Perceived ease of use, perceived usefulness and behavioural intention to use were all predictors of the longer use of mobile‐based assessment systems. We found that within the first 25–50 min of use, about half of the students might disengage from using a mobile‐based assessment application.

Nützliche Apps für den DaF-Unterricht

Today, mobile phones are an integral part of the lives of many young people in Romania and therefore the teachers working in the field of foreign languages must give the apps a chance and involve them in their teaching. By using mobile phones, a lot can be achieved, especially from the motivational point of view, but if you also develop foreign language didactics in the field of mobile learning over time, the inheritance process of a foreign language can be facilitated. This is why positive foreign language didactics are important, which underline the added value potential of mobile learning guides, especially in the interlocking with traditional classroom teaching. At the moment the language apps should only be seen as a supplement to a classic course, but a fun addition for learners and a useful complement to the learning activities. The potential of the apps in foreign language teaching has only been realized for a few years and since then several apps have been appearing on the market every year. Unfortunately, some software developers have seen this as an opportunity to make money very quickly and have introduced many apps to the market that are unnecessary for foreign language learning. I find it important that someone professionally examines all these apps and then takes on the role of a guide to show teachers and learners which of the apps are useful and which are not. And this role should not be taken over by a person himself but by an institution or a publisher. In my contribution, I will only draw attention to a few apps that are useful for studying German.

A bibliometric analysis of m-learning from topic inception to 2015

Mobile learning is a promising and widely adopted mode of education nowadays. However, to the best of our knowledge, there have been no studies that have investigated publications on the use of mobile learning in the Thomson Reuters Web of Science (WoS) through bibliometric analysis. This study aims to provide readers with statistical information to obtain a deep understanding of this domain. The results show that 3087 mobile learning publications have been published since 1982. As a result, the study has compared and determined the possible ways for researchers and authors to improve the citation rate of their publications on m-learning and to gain a deeper understanding of the field of mobile learning by studying the number of publications and country, the number of authors, the keywords, the number of references, the number of pages, the journal, the authors' publications, and the number of citations. Additionally, other bibliometric results are discussed.

The Mobile Learning Enhances the Quality of Learning: A Study

The use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. With increased popular access to information and knowledge anywhere, anytime, the role of education, perhaps especially formal education, is challenged and the relationships between education, society, and technology are now more dynamic than ever .The present paper was based on secondary sources of data highlighting of concept, Features, values , Challenges and advantages of M-learning.

Examining Technology Perception of Social Studies Teachers with Rogers’ Diffusion Model

Mobile learning has started to take place in education literature with the developing technology, and this technology started to have an increasing spread along with its advantages. This study examines the responses of social studies teachers to the innovations in the field of mobile learning. The study was designed within the framework of theory of diffusion of innovations by Rogers and 161 social studies teachers have participated in it. Data was collected by m-Learning Adoption Scale (MLAS) which is developed by Celik and analyzed in SPSS 18.0 package program. According to the results of this study, approximately 65% of social science teachers are within the groups that give the most positive response to diffusion of innovations theory on mobile learning (innovators, early adopters, and early majority). Also, the characteristics of mobile learning have a descriptive impact on the teachers’ ability to embrace the innovations about mobile learning and to give positive decisions on using it. The study has suggested to develop new reactions for innovations and to develop the mobile learning content through collaborative approach by all the stakeholders in education.

Effects of Learning Styles and Interest on Concentration and Achievement of Students in Mobile Learning

Learning concentration deserves in-depth investigation in the field of mobile learning. Therefore, this study examined the interaction effects of learning styles and interest on the learning concentration and academic achievement of students who were asked to learn conceptual knowledge via their mobile phones in a classroom setting. A total of 92 Chinese college students majoring in education participated in the study. With the application of correlation analysis, regression analysis, and analysis of variance (i.e., one, two, and three way), four main findings were obtained: (a) Interest is significantly correlated with concentration. The same case applies to concentration and posttests as well as to immediate and delayed posttests; (b) learning styles have no significant effect both on concentration and achievement; (c) learning styles and interest do not yield interaction effects on the learning concentration of students, but interest alone significantly affects the latter; and (d) learning styles, interest, and concentration do not yield interaction effects on the academic achievement of students. Overall, these findings imply that low interest always leads to lower learning concentration. Thus, appropriate mobile learning materials should be developed and used to educate students on the basis of their respective concentration, interest, and learning styles. The implications, limitations, and future research plans are presented in this article.

Mobile learning as boundary crossing: an alternative route to technology-enhanced learning?

ABSTRACTThis paper examines digital and mobile learning that goes beyond bounded communities and closed domains. While recent work from the field of mobile learning has emphasized the importance of learning across “contexts,” little analytical attention has been paid to the underlying dynamics of this phenomenon. To illuminate this, the four learning mechanisms of identification, coordination, reflection and transformation from the framework of boundary crossing are linked with mobile learning practices. It is argued that mobile phones and specifically mobile social media serve as boundary crossing tools: tools that are used by learners to generate multimodal representations that reflect their experiences and identities, and to share them across their digital and non-digital social networks. The four learning mechanisms are facilitated by the learners’ engagement with more heterogeneous and peripheral spaces of their social networks in ways not previously possible.

New trends on mobile learning area: The review of published articles on mobile learning in science direct database

Articles published in Science Direct between 2009 and 2014 (May) were screened in this research. This is because of its respectable position in the field of technology and peer-reviewed secured structure of this database. From a total of 161 articles within the scope of the screening 156 articles were included in the study. Through this research, new trends in mobile learning activities in recent years will be determined and a new way will be shown for researchers . "Mobile learning" keywords used during researching process and all the articles with "mobile learning" keywords were included in this study. As a result of this research, it is determined that the most studies in the field of mobile learning were published in 2013 in Malaysia, UK and Taiwan. Particularly undergraduate students was selected as the sample group of the researches. It is emerged that, experimental research was used maximum as a research model. Quantitative data collection tools were used most as a means of data collection. It was emerged that foreign language education is the most widely used field in mobile learning. It is seen that smart phones as mobile learning devices and IOS operating system as an operating system were used in the most researches. Mobile-based method is seen to be used as the teaching method in the present study. Keywords: mobile learning, mobile education, mobile technology, content analysis.

A Self-Adaptive Multi-Agent System Approach for Collaborative Mobile Learning

Mobile technologies have emerged as facilitators in the learning process, extending traditional classroom activities. However, engineering mobile learning applications for outdoor usage poses severe challenges. The requirements of these applications are challenging, as many different aspects need to be catered, such as resource access and sharing, communication between peers, group management, activity flow, etc. Robustness is particularly important for learning scenarios to guarantee undisturbed and smooth user experiences, pushing the technological aspects in the background. Despite significant research in the field of mobile learning, very few efforts have focused on collaborative mobile learning requirements from a software engineering perspective. This paper focuses on aspects of the software architecture, aiming to address the challenges related to resource sharing in collaborative mobile learning activities. This includes elements such as autonomy for personal interactive learning, richness for large group collaborative learning (indoor and outdoor), as well as robustness of the learning system. Additionally, we present self-adaptation as a solution to mitigate risks of resource unavailability and organization failures that arise from environment and system dynamism. Our evaluation provides indications regarding the system correctness with respect to resource sharing and collaboration concerns, and offers qualitative evidence of self-adaptation benefits for collaborative mobile learning applications.

Exploring the moderating role of perceived flexibility advantages in mobile learning continuance intention (MLCI)

<p>The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously adopted mobile devices to learn English took part in this study. Partial least squares (PLS) analysis was utilized to test the hypotheses in this study. It has been found that the perceived usefulness of mobile technology, subjective norm, and self-management of learning could be closely linked to mobile learning continuance intention. With particular respect to the moderating role of perceived flexibility advantages, it has been demonstrated that PFA could moderate the relationship between perceived usefulness of mobile technology and mobile learning continuance intention, as well as the association between subjective norm and mobile learning continuance intention, whereas PFA did not moderate the link between self-management of learning and mobile learning continuance intention.This report has further added to the body of knowledge in the field of mobile learning through empirical examination.</p>

Mobile learning for literacy, teacher training and curriculum development

While the field of mobile learning is not new, in recent years it has received vastly increased attention, both from seasoned researchers and practitioners in the field, and from new entrants. The new players include those who have been involved in traditional education and are now turning their attention to the promise of mobile learning, companies interested in its commercial potential, and agencies now seeing mobiles as a perfect medium to deliver their humanitarian missions. The new players may not have either the interests or the subject-matter expertise of those who have been involved in mobile learning for many years. As a result, there is some concern around the level of discussions and claims being made in the name of mobile learning. Is everything being said about mobile learning in fact true? Are all the initiatives that claim to offer mobile learning actually delivering on that promise? Has the spotlight on mobile learning helped to deepen the discussion and maturity of the field, or has it created hype that overpromises and underdelivers? Behind these questions are fluid and contending views and definitions of mobile learning. There are definitions based on pilots, programmes, and interventions within the education system that enhance, extend and reform the system, ones driven by the rhetoric and funding of innovation; at the other extreme, there are definitions based on new ways of producing, transforming, sharing, discussing ideas, images, information and opinions in the real world, challenging the relevance, credibility and authenticity of the education system. These definitions also challenge the modalities and priorities of UNESCO, working as it does with the institutions of government and the education systems of member states. The pressure for change in education moves from the top-down to the outside-in, and these views and definitions have profound implications for the sustainability and scale of those changes, as well as for the policies and practices related, for instance, to literacy, teacher training and curriculum development. The present special issue deals precisely with these important problems and uncertainties, while showing how they play out in different contexts and countries. The guest

M-learning as a trend

This article summarizes the current development in the field of mobile learning and contextualizes it in relation to technology proliferation and user capabilities and expectations. The first part focuses on the term itself while the second section gives numbers on mobile