Impact Of Mobile Learning Research Articles

Impact of Mobile Learning on Self-Regulated Learning Abilities of Higher Education Students

This study examines the influence of mobile learning (m-learning) on the self-regulated learning skills of college students using the Z-number AROMAN decision-making approach. The rapid integration of mobile technologies into educational practices has transformed traditional learning environments, offering unprecedented opportunities to enhance student autonomy and engagement. This study introduces a novel method for evaluating complex and uncertain educational scenarios through the Z-number AROMAN decision-making process. This approach provides a robust framework for assessing various intricate aspects of self-regulated learning, including goal setting (GS), self-monitoring, and reflective practices. The study underscores the transformative potential of m-learning in education, underscoring the importance of leveraging such technology to foster student-centered learning environments. This study contributes to the body of literature on educational technology, offering valuable insights for educators, policymakers, and scholars seeking to effectively implement m-learning strategies to enhance student learning outcomes.

The impact of mobile learning in English language classrooms in Pakistan

The impact of mobile learning in English language classrooms in Pakistan

Influence and scope of mobile learning in higher education: A systematic literature review

Due to the soaring progression in portable innovations and mobile technology, the popularity of mobile phones has expanded dramatically, which has led to the widespread adoption of mobile gadgets by almost every age group, especially the youth. The apparent consequence is embracing mobile phones in teaching-learning processes. Researchers have been inclined to study the potential and impact of incorporating mobile devices into the education system in recent years. Many studies have been conducted to explore the viability of integrating mobile gadgets into the higher education system. However, only a few works have addressed the realm from the perspective of the Indian higher education system. The present work employs the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework and endeavours to contribute to the literature by exercising a systematic literature review of the open-access literary works carried out from the standpoint of India, especially the Uttarakhand province. The essential keywords, inclusion/exclusion criteria, and research questions addressing the cruxes of the desired investigation are contemplated and designed first. The articles are then populated from the leading academic databases, general web resources, and government reports. The PRISMA guidelines are followed to filter out articles satisfying the adopted criteria. The final shortlisted articles are then rigorously studied to develop insights and to answer the framed questions. The observations signalize the need to frame effective policies and address the hurdles to optimize the usage and impact of mobile learning in Indian higher education, including the education system of Uttarakhand.

The Impact of Mobile Learning on Students’ Attitudes towards Learning in an Educational Technology Course

As technology has explosively and globally revolutionized the teaching and learning processes at educational institutions, enormous and innovative technological developments, along with their tools and applications, have recently invaded the education system. Using mobile learning (m-learning) employs wireless technologies for thinking, communicating, learning, and sharing to disseminate and exchange knowledge. Consequently, assessing the learning attitudes of students toward mobile learning is crucial, as learning attitudes impact their motivation, performance, and beliefs about mobile learning. However, mobile learning seems under-researched and may require additional efforts from researchers, especially in the context of the Middle East. Hence, this study’s contribution is enhancing our knowledge about students’ attitudes towards mobile-based learning. Therefore, the study goal was to investigate m-learning’s effect on the learning attitudes among technology education students. An explanatory sequential mixed approach was utilized to examine the attitudes of 50 students who took an educational technology class. A quasi-experiment was conducted and a phenomenological approach was adopted. Data from the experimental group and the control group were gathered. Focus group discussions with three groups and 25 semi-structured interviews were performed with students who experienced m-learning in their course. ANCOVA was conducted and revealed the impact of m-learning on the attitudes and their components. An inductive and deductive content analysis was conducted. Eleven subthemes stemmed out of three main themes. These subthemes included: personalized learning, visualization of learning motivation, less learning frustration, enhancing participation, learning on familiar devices, and social interaction, which emerged from the data. The researchers recommended that higher education institutions adhere to a set of guiding principles when creating m-learning policies. Additionally, they should customize the m-learning environment with higher levels of interactivity to meet students’ needs and learning styles to improve their attitudes towards m-learning.

The Impact of Mobile Learning on Undergraduate Students’ Cognitive Learning Outcomes: A Meta-Analytic Review

The objective of this research was to identify the overall effectiveness of mobile-based interventions on the learning performance of tertiary education students. Besides, the paper sought to contour common variables across eligible studies that might have favoured learning achievement. A meta-analysis of the impacts of ubiquitous learning interventions on academic outcomes over 12 years (2010–2021) was carried out, in which 12 experimental and quasi-experimental studies were analysed. A random-effects model yielded the overall standardised mean difference of .52 [.37 to .67] in favour of mobile learning environment, which is a moderate effect size. Common facilitators of achievement as distinguished by experimenters and participants were commendable multimedia design, diversified content, the opportunity for relevant interaction with teachers and peers, as well as flexibility and accessibility of learning activities due to handheld devices. These findings suggest the potential of mobile-assisted interventions in contributing to student educational outcomes. This study summarises the extant literature to some degree thus advancing the investigation into the effectiveness and expediency of mobile technologies in higher education.

Impact of mobile learning in engineering mathematics under 4-year undergraduate curriculum

ABSTRACT Mathematics is one of the core subjects in engineering education and forms the foundation of all disciplines in engineering. In Hong Kong, a significant number of students are admitted to engineering programmes without sufficient mathematical background. Engineering mathematics is essential for teaching and learning many fundamental and advanced engineering subjects. Due to this reason, a mobile application (app) is developed as one of the core components of engineering mathematics education by offering students flexible and self-initiated learning. In this study, a hypothesis model is proposed to investigate the effectiveness of student’s learning in engineering mathematics with the developed mobile app. The results showed that the ease and convenience of using the mobile app have a positive effect on students’ autonomous learning, and motivation and have a positive relationship with the learning effectiveness of the mobile learning (M-learning) app. It was found that the average marks of the assessment tests were significantly better than the screening test by using the app and notes. The current study has important implications in that the M-learning app should be used as a supportive role to supplement traditional teaching approaches.

Impact of Mobile Learning on Stress and Self-Efficacy among Diabetic Patients with COVID-19

Currently, the whole world is struggling with a crisis known as the COVID-19 pandemic, which has been proven as a highly fatal and contagious disease. Many diabetic patients who are currently recovering from the convalescence period of the COVID-19 disease face some other problems caused by this disease such as depression, loneliness, and stress, as well as lack of sufficient knowledge in self-care other than the physical and psychological problems that they have already experienced due to diabetes. Accordingly, this situation was particularly intensified since the existence of various and sometimes contradictory sources of information and the absence of media literacy provided the context for the emergence of anxiety and inability in making decisions on the accurate and appropriate use of the relevant information. The easy and wide access to mobile services, including SMS service, has nowadays provided specific features, which could effectively serve in health interventions such as providing low-cost and available care for everyone.

The Impact of Mobile-Learning on Pharmacy Education during COVID-19 Pandemic

The Impact of Mobile-Learning on Pharmacy Education during COVID-19 Pandemic

The Advent of Coronavirus Disease 2019 and the Impact of Mobile Learning on Student Learning Performance: The Mediating Role of Student Learning Behavior.

The recent coronavirus disease 2019 (COVID-19) pandemic pushed almost all institutions to adopt online and virtual education. The uncertainty of this situation produced various questions that perplexed educationists regarding what implications the pandemic would have on educational institutions, especially regarding how the switch to online education would impact the behavior and performance of students. The vast importance of this matter attracted the attention of researchers and served as the motivation for this research, which aims to resolve this confusion by studying the use of mobile learning (ML) among students for educational purposes during the COVID-19 period. This study also examines how this situation has affected student learning behavior (LB) and performance (SP) in the higher education setting. This research is based on collaborative learning theory, sociocultural learning theory, and ML theory. This quantitative research employed the convenient sampling technique to collect data through structured questionnaires distributed to 396 students of higher education institutions who carry a mobile device. This study used descriptive and inferential statistics to make the data more meaningful. Structural equation modeling (SEM) with AMOS software was used for hypothesis testing. The results showed that ML was a significant and positive predictor of SP and LB. Moreover, student LB partially mediated the relationship between ML and SP. The findings suggest that the academic performance of students can be enhanced by building a ML environment that aligns with the LB of students. Nevertheless, content suitable for ML must be developed, and future research should be conducted on this topic.

Impact of Mobile Learning on Academic Motivation: University Students’ Perspective

Impact of Mobile Learning on Academic Motivation: University Students’ Perspective

Solving Technological, Pedagogical, and Psychological Problems in Mobile Learning

Aim/Purpose: This paper aims to explore the various problems associated with the technological, pedagogical, and psychological aspects of mobile learning and develop recommendations for its improvement. Background: Mobile learning becomes increasingly popular today. This type of learning is relatively new. It has recently gained popularity due to the pandemic restrictions in 2020. As mobile learning is being actively used, educators, students, and other professionals begin to note its positive and negative sides. Methodology: The study is based on the method of experiment as well as an online 11-item questionnaire was conducted (developed by authors) with 110 teachers in Russian universities (Russian State University named by A.N. Kosygina, I.M. Sechenov First Moscow State Medical University, and Kuban State Technological University). Contribution: The practical significance and prospects for further research are based on the possibility of using the results in further study of the problem of the impact of mobile applications on specific indicators. Findings: It was found that, given the great prevalence of mobile devices today, there is every reason to implement mobile learning at universities. However, there are infrastructural problems that prevent the widespread use of this mode of delivery (problems with the Internet, old gadgets that do not support 4G, lack of technical support, etc.). Teachers also mention a set of problems associated with the quality of such training, which are mainly related to pedagogical and psychological aspects of the process. About 56% of university teachers say that students often behave irresponsibly during online classes. They are inattentive, tend to skip lessons, and do not hand in the tasks, which leads to a decline of knowledge and failing at tests and exams. Around 68% of teachers have difficulties adapting their teaching methods to a mobile learning environment. Recommendations for Practitioners and Researchers: This study proposes structured recommendations to improve the quality of mobile learning by advancing technology skills, adapting mobile learning to the needs of universities, and raising the motivation of teachers and students. Impact on Society: The results of the study can be used to analyze and compare the impact of mobile learning on society, efficiency in various fields, as well as mobile learning of students on future employment and life in society. Future Research: In the future it will be important to conduct a comparative analysis of the impact of mobile learning on students and teachers, to study the effectiveness of such learning in general.

Effect of Mobile Learning on the Optimization of Preschool Education Teaching Mode under the Epidemic

Mobile learning has become an efficient way to meet the needs of work learning in the epidemic situation because of its convenience, flexibility, and freedom. This paper studies and discusses the impact of mobile learning on learning education and preschool education in the epidemic. A mobile learning community resource sharing algorithm is used to explore the speed of the online learning community to obtain learning resources. The advantages of online learning are analyzed by comparing the speed of learning resources obtained in ordinary groups. In this research, the random offloading algorithm (ROA) is proposed to analyze the student response. The results revealed that majority of the students believed that mobile learning helps in learning subjects to a greater extent.

The Impact of Mobile Learning on the Effectiveness of English Teaching and Learning—A Meta-Analysis

Mobile devices have been widely used in both teaching and learning English as a second or foreign language. The impact of using various mobile devices on the learning outcome has thus been subject to an increasing number of educational experiments. However, the results of these experiments have not always been consistent or conclusive. In order to evaluate the effectiveness of mobile learning, it is necessary to employ a meta-analysis approach to synthesize results taken from previous experiments. This study examined 29 experiments, including both true and quasi, on the learning outcome of those learners who used mobile devices in their English learning process. Following <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$PRISMA$ </tex-math></inline-formula> guidelines for conducting meta-analysis, this study has found that mobile learning has a highly positive effect on English learning outcomes with a weighted effect size of 0.893. The effect of mobile learning is subject to potential moderating variables, such as learners’ levels, intervention time, language learning areas being targeted, hardware and software, and implementation setting. Taken as a whole, the results indicate that mobile learning is affording a change in English learning that does not undermine pre-existing models of English language pedagogy. Therefore, progressive exploration and implementation of mobile learning effectiveness appears to be of some importance to English teaching and learning stakeholders.

RETRACTED: Thinking skills development in mobile learning: The case of elementary school students studying environmental studies

The impact of mobile learning on the formation of thinking skills in elementary school students is one of the key issues in pedagogy and psychology today. The novelty and originality of the work are explained by the intensification of online learning with the use of modern technologies in the educational process, which arouses interest in researching the effectiveness of mobile applications in thinking skills development. Based on the information available, mobile learning has both positive and negative effects on thinking of schoolchildren. The purpose of the study is to test the effectiveness of mobile learning in primary school and its impact on the development of children's thinking skills. The study was based on an interview of 80 Belarusian schoolchildren (8–9 years old) that had taken a short online course “The Water Cycle in Nature” developed and taught not by us, but by one of the school teachers via Zoom. The peculiarity of this course was the practical implementation of exercises online through the Zoom platform, so it only required a computer or mobile phone with the Zoom program installed. The course consisted of 4 sessions; before each lesson, the children were sent a link to access. Training sessions were supervised by students' parents. According to the results obtained, in general, the students have mastered the material of the online course quite well. However, the majority of children (59%) had difficulty understanding the system. The students were more acquainted with separate components of the system rather than their interactions. To make learning more effective, it is recommended that teachers use collaborative learning, a play-based approach, combine mobile and traditional learning, and motivate schoolchildren. Based on the results obtained, it can be concluded that mobile learning in the context of elementary school can be effective and have a positive effect on the development of children's thinking skills provided that it is properly organized and the above recommendations are followed. The practical significance of the study is represented by the opportunity to be used by teachers, parents, educational administrators, as well as by a wide range of people who are interested in modern pedagogy and psychology. The prospects for further research in the study of features of use and efficiency of concrete mobile applications in the teaching.

The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

Impact of Mobile Learning using social media platform on Vocational Student’s Achievement Results

This research study was conducted to determine the effect of the mobile learning model using social media platforms on the learning outcomes of 2d and 3d animation techniques for students of class XI Multimedia at SMK Negeri 1 Tondano. This research uses experimental research in the form of Quasi Experimental Design or quasi-experimental and the research design used in this research is Post-Test Only Control Design. Before the treatment is given in each class, a pre-test is carried out first. After learning, using the Blendend Learning learning model for the experimental class and using conventional methods for the control class. After the learning process is complete, a post-test is carried out for each class. From the results of this post-test, the results obtained are the influence of the Learning Mobile Learning model on the learning outcomes of 2d and 3d Animation Engineering students of class XI Multimedia SMK Negeri 1 Tondano. The results showed that mobile learning had a positive effect on improving learning outcomes. Finally, the results show that mobile learning changes students’ study habits for the better.

The Use of Mobile Learning in Grades K–12: A Literature Review of Current Trends and Practices

ABSTRACT This article presents a literature review of mobile learning (m-learning) in the K–12 classroom and explores the impact of tablets in primary education. Additionally, it shows the impact of mobile learning on K–12 online learning as well as the need for professional development of educators utilizing mobile technologies. Further, the article reviews challenges with m-learning and provides potential recommendations and guidelines for utilizing mobile technologies in the future of educational curriculum development.

The prevention of arboviral diseases using mobile devices: a preliminary study of the attitudes and behaviour change produced by educational interventions.

In Brazil, the National Policy for Dengue Control seeks to incorporate the lessons of national and international experience in dengue control, emphasising the need for health education activities. The objective of this study was to evaluate and compare knowledge, attitudes and behaviours related to the prevention of arboviruses before and after a two-month educational intervention using a learning platform on mobile devices. This quasi-experimental study corresponds to the first phase of the project 'Impact of mobile learning in the prevention and management of complications caused by arboviruses (Zika, Dengue, Chikungunya) - ZIKAMOB', sponsored as part of the British Council Newton Fund. Thirty of the 93 participants were first-year undergraduate university students (36.7% male), and 63 were police officers (84.1% male). The pattern of attitudes and behaviour was very similar in both groups before the intervention. The students changed their attitudes and behaviour (P=0.032) in relation to their engagements in actions for the prevention of arboviral diseases and several other activities related to house inspections and precautions with water tanks (P<0.01). However, recycling and surveillance activities were not as effective in changing behaviour. Female participants showed more motivation to participate in preventive activities, but living alone and working were barriers to participation. Individuals who already perform selective waste collection and are cultivating gardens demonstrated both a positive attitude and a positive behaviour towards actions for the prevention of arboviral diseases. Mobile learning and behaviour change theories might be successful as the basis for school-based and community-based interventions to avoid arboviruses. These outcomes need to be confirmed in broader future studies.

Impact of mobile learning on students' achievement results

Impact of mobile learning on students' achievement results

Impact of Mobile Learning in the Cloud on Learning Competencies of Engineering Students

It has been acknowledged that the mobile learning concept has extended numerous opportunities for teachers as well as students, as it makes way for an active learning atmosphere anywhere and anytime. Mobile learning technology can be resourcefully improvised by extending the cloud technology into it. This study is an attempt to analyze the impact of mobile cloud computing on learning competencies of engineering students. The main intention is to experiment whether mobile learning using cloud technology has an impact on student’s performance by investigating the influence of this innovative teaching technique on course outcomes. The results illustrated that use of cloud based mobile learning in studying an engineering subject is rewarding and does has an encouraging impact on learning competencies of students. The results distinctively indicate that cloud based mobile learning can be effectively used for learning engineering subjects that results in superior attainment of course outcomes.