Implementation Of Mobile Learning Research Articles

Accessibility Evaluation of Interactive Learning Mobile Applications for Individuals with Intellectual Disabilities

In today’s education sector, mobile technologies, including tablets and smartphones, have become integral tools, enabling the implementation of mobile learning in pedagogical activities. However, accessibility issues in mobile applications pose challenges, particularly for individuals with disabilities, contradicting the goals of Sustainable Development and the Convention on the Rights of Persons with Disabilities. This paper aims to investigate the extent to which the industry considers accessibility in designing mobile learning applications for this specific user group. We evaluate the accessibility of interactive mobile applications designed for reading and alphabet learning, employing two different guidelines, by conducting heuristic evaluation based on research-based guideline and a design standard introduced by The World Wide Web Consortium. Three experts, each bringing a unique perspective and background, were engaged in the evaluation process. The heuristic evaluations were executed based on the criteria outlined in the selected guidelines. This involved identifying violations and employing a scoring system to quantify the findings. Subsequently, the experts engaged in discussions to achieve consensus and establish final scores for each checkpoint. The results provided a quantitative basis for our analysis. The results of the evaluation performed in this study expose a prevalent disregard for guideline checkpoints among these interactive mobile learning apps. Only two applications could be considered highly inclusive, indicating the need of improvement. Based on the results, the accessibility criteria were also categorized into four primary groups, highlighting the requirements that were least and most addressed by the applications.

FEATURES OF THE IMPLEMENTATION OF MOBILE LEARNING IN THE LESSONS OF BIOLOGY AND ECOLOGY IN THE 10TH CLASS

The article explores the possibilities and features of using mobile learning in the process of studying biology and ecology by 10th-grade students. Taking into account modern trends in education and the widespread use of mobile devices among teenagers, the article analyzes the pros and cons of implementing these technologies in natural science lessons. The article considers how mobile devices can be used to increase students’ motivation to study biology and ecology through the use of interactive applications, virtual laboratories and video materials. The possibilities of using mobile devices to individualize learning and create a comfortable environment for students’ independent work are also updated.The relevance of the relevant topic is that the modern educational space is rapidly developing under the influence of innovative technologies. Thanks to digital transformation, we are witnessing changes in the ways of learning and imparting knowledge. One such innovation is mobile learning, which is becoming increasingly relevant and popular in educational institutions around the world. Justifying the issues related to the implementation of mobile learning in biology and ecology lessons in the 10th grade, its essential characteristic is the consideration of a number of important aspects and issues, such as: the effectiveness of mobile learning, technological access, student motivation and pedagogical approaches.The purpose of the article is to consider the main aspects of the implementation of mobile learning in the lessons of biology and ecology in the 10th grade. Letʼs try to determine what features and advantages the use of mobile technologies has in the educational process. Achieving the set goal will help teachers and students to more effectively use modern means of communication and mobile technologies to enrich the process of studying biology and ecology.
 Keywords: mobile learning (m-learning); mobile technologies; mobile applications; internet environment; education; technology; “bring your own device”, application; educational process; natural Sciences.

Improving the Spatial Ability of Distance Learning Students on the Material of Three-Dimensional Shapes through Mobile Learning Applications Based on Augmented Reality

This research develops a mobile learning application that produces a feasible and attractive product to be used as a learning resource. Then, the product was tested quantitatively on users to determine the product's readiness and its relationship to increasing the user's spatial abilities. This research is a continuing research that has been carried out previously regarding the development of ABRAR (Application of three-dimensional shapes with Augmented Reality) application (Anam et al., 2022). The product has been validated by content and media experts and has received positive feedback from student users. Data was collected in Nusa Tenggara: Regional Offices of UT Mataram and UT Kupang, involving 3.098 Elementary Education Study Program students. The sample size consisted of 310 respondents, determined using the Lemeshow formula. The product produced from this research is an augmented reality-based mobile learning application that serves as a learning resource. The results of the mobile learning media trial developed were interpreted as very positive. It shows that using mobile learning in geometry subjects provides a positive response and increases motivation in the learning process. In addition, the implementation of mobile learning in spatial ability has shown a 30% improvement in imagining the position of three-dimensional shapes. It indicates that mobile learning has influenced the respondents' spatial ability. Respondents can visualize three-dimensional shapes from a certain point of view by utilizing augmented reality (AR) technology. Furthermore, based on the feasibility test results, the resulting mobile learning meets the criteria of being excellent and feasible to use as a geometry learning medium. The result of the research is mobile learning application so that it can be applied for distance education with requirements has an Android application system and easy to connect the internet. Thus, the ABRAR application can support learning anytime and anywhere, improve understanding of the material, and improve students' spatial abilities.

Development Trend Physics Mobile Learning In 21St Century: A Systematic Literature Review

This study aims to analyze the development of the design and implementation of mobile learning in physics learning. This research has been conducted via a systematic literature review research. The research subjects consisted of fifty journal articles selected from the Scopus Index database, Web of Science (WOS), Google Scholar, or ERIC from 2012 to 2022. The data have already been analyzed related to the year of publication, research objectives, and physics concepts used. The results of this study showed that the number of studies has increased over the years. In addition, the use of Physics Mobile Learning can have a positive impact on increasing students' various abilities. Most of the concepts that have been utilized are in the material of sound waves, Newton's laws, physical quantities and measurements, heat, momentum impulses, and gas laws. As a consequence, the learning media can be textbooks inter-actively. Thus, the development of Physics Mobile Learning needs to facilitate in complex and modern ways.

ВИКОРИСТАННЯ МОБІЛЬНОГО ЗАСТОСУНКУ MAXIMA У ПРОЦЕСІ НАВЧАННЯ ВИЩОЇ МАТЕМАТИКИ

Today, the educational process of higher educational institutions of Ukraine is undergoing changes and needs innovations. Recently, due to the transition to distance learning, the introduction of martial law, aerial alarms and unstable Internet connection, teachers and students must learn to quickly adapt to the relevant situations and continue to carry out online educational activities at a high level. With the transition to distance learning, the implementation of mobile learning has become relevant, which involves the use of mobile and portable devices (phones, laptops, tablets) for teaching and learning. Among all of them, it is worth noting mobile phones, because modern smartphones satisfy the basic needs for carrying out educational activities. The article examines mobile applications in the process of learning the discipline «Higher Mathematics». The following applications were selected and analyzed: Maxima, MatrixCalculator, IntroStat, Maple Calculator, Mathematics, PhotoMath. The indicators for the analysis were the ability to work offline, free of charge and support for the Android system. Applications were analyzed for solving problems from the discipline «Higher Mathematics»: calculation of matrices and determinants, statistical processing, construction of graphs of functions, differential and integral calculus, calculation of limits of numerical sequences and solving equations. It was established that the Maxima and Mathematics applications correspond to absolutely all indicators. Among all mobile applications, the Maxima application was chosen. With the help of Maxima, students do not automatically fill in numerical values to solve the problem, but use special operations to enter data. This guarantees awareness and independent solving of problems, rather than mechanical writing off ready-made calculations. The article demonstrates the practical use of the corresponding application in solving problems from the discipline «Higher Mathematics». Key words: educational process, higher educational institutions, mobile learning, mobile applications, higher mathematics.

IMPLEMENTATION OF MOBILE LEARNING TECHNOLOGIES IN THE SYSTEM OF DISTANCE EDUCATION

Mobile learning is analyzed as an organization and solution of problems for complex, systematic informatization of educational activities and the implementation of measures aimed at integrating educational, scientific and managerial activities of an educational institution for the training of competitive specialists who possess a professional specialty based on modern information and telecommunication technologies. It is shown that the implementation of mobile learning involves solving a number of tasks; the development of mobile learning tools forces a new look at the technologies for implementing distance learning. The mission of an educational institution that implements mobile learning is to realize the transition from an industrial society to an information society, to use a network information and educational environment, to provide open and distance education throughout life or work based on new information and telecommunication technologies. Such an educational institution offers educational services based on a combination of network, video interactive technology and wireless access to resources, anytime and anywhere. The author's view on the formation of the mobile learning system in open distance education consists in the formulation of key provisions, which we include: the vision of mobile learning; the goal of an educational institution implementing mobile learning; purpose and tasks of mobile learning in open distance education; mobile learning technologies; didactic possibilities, properties and functions of mobile learning; multimedia core as a basis and carrier of mobile learning knowledge. As part of the research, we formulated a vision of mobile learning in an educational institution, which we understand as an ideal picture of the future, as a state that can be achieved under the most favorable conditions.
 Keywords: e-learning technologies; distance education; mobile learning; educational process; interactive learning; information and communication technologies; electronic training courses; LMS Moodle

A comparative study of mobile learning implementation modes

In recent years, as people pay more and more attention to improving their theoretical knowledge, they can ensure online learning anytime and anywhere by adopting mobile learning. This paper mainly analyzes and studies the concept of mobile learning, and briefly describes the online and offline types of mobile learning. Finally, a comparative analysis is made on each seed mode involved in online type and offline type, so as to effectively ensure that the appropriate learning mode is selected according to the comprehensive consideration of learning content, learning demand, learning situation and other factors during mobile learning.

The implementation of mobile learning for geometry and trigonometry students at CECyT 16 "Hidalgo"

This paper presents the work of qualitative cut research as a result of the analysis of the implementation of Mobile Learning for students of the upper middle level in the Centrodef Estudios Científicos y Tecnológicos No. 16 Hidalgo, Mexico; being a support strategy for the teaching and learning process, where ICT is easy to transfer and viable, improving and speeding up its implementation; since having an Internet connection is having access to countless open resources and the barrier of distances do not exist. In the academic context, Internet revolutionized the way of presenting information, innovating the way in which it is learned and how it is taught, becoming playful, dynamic and fun; Currently, young people are used to new technologies, mobile devices such as cell phones and tablets used inside and outside the classroom, become a vital tool for mobile education taking advantage of the portability and ease of being able to connect anywhere and at any time.

University Students' Engagement in Mobile Learning.

The implementation of mobile learning seems to be an emerging topic in many educational institutions. As recently noticed, mobile technology has employed wireless technologies to communicate, think, learn, and share in order to spread and exchange information. Therefore, using mobile technologies in learning and teaching can create a positive environment in higher education. Hence, the purpose of this study is to evaluate mobile learning engagement among educational technology students. Data from three focus group discussions and 15 semi-structured interviews with students who experienced mobile learning were gathered using a qualitative approach design. A total of seventeen basic themes and four organizing themes were extracted, where the researchers categories of engagement, i.e., social engagement, cognitive engagement, emotional engagement, and behavioral engagement. In the present research, the findings indicate that social engagement themes included social-mobile interaction, building community, developing relationships, and competition. The cognitive engagement themes included attention, cognitive and meta-cognitive strategies, immersion, and cognitive curiosity. Emotional engagement themes included excitement and enjoyment, instructor comforting students, motivation, and emotional safety. Behavioral engagement themes included effort and time on task, attendance, participation, and positive conduct.

Mobile Learning Among University Students: Adoption and Application of M-Learning

The successful implementation of mobile learning is mainly impacted by learners’ attitudes to accepting and applying mobile learning systems. In the current study, an m-learning application was developed and implemented for university students, and their perspective toward the adoption and application of m-learning was investigated. This cross-sectional study was carried out in 2020. The participants were 114 university students at Abadan University of Medical Sciences. Data were collected by means of a valid questionnaire containing 42 questions in 13 subscales in addition to an open-ended question about the positive and negative aspects of the m-learning application. There was a significant relationship between acceptance and major (P=0.001), mobile usage (P=0.035), and familiarity with m-learning (P<0.001). The total mean of m-learning application acceptance was 3.95±0.32, which shows a good level. Self-efficacy, perceived ease of use, and user interface were, respectively, the most influencing factors; mobile device limitation and governmental support were the least influencing factors. “Direct communication with the teacher/instructor” and “Internet disconnection during video teaching” were among the positive and negative aspects of applying the m-learning application, respectively. The m-learning application was well adopted among the students. Mobile device limitations are a reason for the student's concerns. “Usability features” can be a point for covering mobile device limitations.

THE USE OF MOBILE LEARNING TO ENHANCE LEARNING INNOVATION PASCA PANDEMIC COVID-19

This study aims to identify the characteristics, objectives, benefits, advantages and limitations of mobile learning, analyzing opportunities and challenges the use of mobile learning as a learning model during the Covid-19 pandemic as well describes the application of the use of mobile learning in learning in education base. This research is a literature study with a qualitative approach using descriptive-analytic analysis. The research results show that mobile learning as a subset of e-learning has many advantages in facilitating learning process without the limits of time, space and place. Although it has limitations, but mobile learning has a very good opportunity to be utilized on virtual learning during the covid-19 pandemic as an alternative to learning face to face. Tablets, smartphones and laptops can be used as supporting devices in the implementation of mobile learning. In order to be implemented optimally, teacher skills are needed in operating the device and designing teaching materials properly digitally based.

Investigating Factors M-Learning Acceptance and Use for Distance Learning Students in Higher Education

Many research has been conducted to examine the acceptance factors to use mobile learning (m-learning) for regular students. During the COVID-19 most of the higher education institutions around the world were converted to m-learning especially for regular students, in order to continue supporting the educational stage for these students. This situation, allow researches to tested the use of m-learning for regular students while they are studying in distance learning environment. However, limited researches, especially in developing countries, have been tested the acceptance factors to use m-leaning for distance learning students. In this study the behavioral intention to use mobile learning (m-learning) were examined as well as the m-learning factors that affecting its acceptance amongst the distance learning students were outlined. The study framework was depended on the model of Unified Theory of Acceptance and Use of Technology (UTAUT). A quantitative approach was used to analyze the data that collected from a random sample of 154 male and female participants from Saudi universities. The results indicated that significant factors influencing distance learning students’ behavioral intention include quality of service, effort expectancy, facilitating conditions, gender, educational level, and type of device. The regulations governing distance learning programs and the implementation of mobile learning by Saudi universities under the direction of the Ministry of Higher Education are having a good impact and encouraging widespread use of m-learning.

Trend of Mobile Learning Implementation in Science Education from 2010 to 2021

The use of mobile learning has increased since the digitalization era. The progress of digitalization also has an impact on the world of education. The trend regarding mobile learning use is a hot topic discussed and attractive to its developers. This study aims to determine the mobile learning trend in science education for the last 11 years. This study uses qualitative bibliometric analysis of Scopus metadata. Results show that the trend of mobile learning increases yearly based on the trendline. Hence, further researchers could develop or conduct research on this keyword as an improvement to science education fields. Furthermore, future researchers can study more deeply to top contributed authors to improve the lack of previous research and complete the novelties of the research.

Structural Determinants of Mobile Learning Acceptance among Undergraduates in Higher Educational Institutions

Mobile learning has become a critical aspect of online learning in the post-pandemic era. As a result, practitioners and policymakers have paid increasing attention to mobile learning acceptance among various stakeholders. However, there is a vacuity of literature on mobile learning acceptance in developing countries, particularly in the African context. This study sought to examine the determinants of mobile learning acceptance among undergraduates in higher educational institutions using a structural equation modelling approach. Data were collected through a web survey distributed to 415 undergraduate students in Namibia. The majority of the UTAUT relationships were confirmed, although some were not supported. The results revealed a strong positive relationship between performance expectancy and hedonic motivation. Hence, hedonic motivation mediates the relationship between performance expectancy and behavioural intention to use mobile learning in Namibia. The results of this study may help to inform mobile learning implementation efforts, particularly in the post-pandemic period.

Critical research trends of mobile technology-supported English language learning: A review of the top 100 highly cited articles.

Around the world, the number of English speakers and the significance of the English language are constantly increasing. Among various technology-supported instructional styles, Mobile Learning (M-Learning) has been recognized as a promising approach to enhance students’ competencies and skills in the English language. By examining previous literature, a number of reviews have been performed to investigate the role of M-learning in the English language. However, none of these studies has highlighted the trends, opportunities, and challenges identified in the most cited articles that focused solely on the English language. Therefore, to address these limitations, this study performed a review of the top 100 most cited articles, published between 2007 and 2020, indexed by the Web of Science, and addressing the English language only. The results revealed that most research in Mobile English Language Learning (M-ELL) followed an experimental design and employed a single mobile learning implementation. Additionally, the current study identified a number of research areas that require additional research attention. For example, further research is needed among students learning from home, more qualitative research is needed, and additional research is required to improve students’ higher-order thinking skills. The outcomes of this study provide a reference to researchers and educators who intend to use mobile technologies in the area of language education, especially in the context of the English language.

Introducing a mobile learning model in medical education during COVID-19; a critical review.

Introduction: Mobile learning is one of the innovative teaching techniques that help medical students gain knowledge and skills. One of the factors that expanded the use of this strategy was the COVID-19 pandemic. However, the educational pedagogy of such technology has been neglected. This article aimed to critically review available mobile learning models in medical education to suggest a comprehensive model in the field of mobile learning.Methods: We conducted this critical review based on the five steps of the Carnwell and Daly method. For a comprehensive systematic search from 2000 to April 2021, the following keywords were used: Personal Digital Assistant, m learning, Mobile learning, Ubiquitous learning, U learning, medical students, and medical education. 3176 studies in PubMed, Scopus, ERIC, Magiran, and Web of Science were identified. In total, 8 articles entered the study.Results: Eight models of mobile learning in medical education were identified. The key features of each model were extracted and integrated into the new model for the successful design and implementation of mobile learning. This model includes three main elements of mobile learning: 1-stakeholders, 2-interaction, and 3-technology, which are influenced by external factors including Mobiquette, legitimacy, and awareness.Conclusion: The results of this study are an important contribution to the knowledge collection in mobile learning in medical education. We introduced a comprehensive model of mobile learning including specific characteristics of strategies in the context of medical education.

Supporting Factors for the Implementation of Mobile Learning for Elementary School Students Using an Authentic Approach and Real-World Activities

The aim of this research is to determine the supporting factors for the implementation of mobile learning for elementary school students in Indonesia using an authentic approach and real-world activities. This is significant because various approaches to mobile learning have been used in elementary institutions. However, this educational model is not ideal because the data shows that 92% of students have learning difficulties, and 38% state they do not receive teachers’ guidance.The method used was descriptive quantitative with the population of elementary school students and a purposively selected sample of 26 of those pupils. Samples were taken based on the characteristics of the coastal area and city center. To assess their entry behavior, questionnaires and test sheets were used. Moreover, data was gathered through home visits and the Whatsapp application. It was then processed using the percentage technique and the SmartPLS application, to obtain accurate results. In addition, a qualitative approach was used to develop the analysis.According to the results, the supporting factors for the implementation of mobile learning using an authentic approach and real-world activities are as follows: 1) students already have the concrete and logical thinking skills, 2) the entry behavior of students are still low, and 3) visual and auditory learning styles affect meaningful learning. Furthermore, research suggests that teachers and learning designers should create mobile learning exercises which support authentic learning and real-world pursuits.

Syrian Refugees' Acceptance and Use of Mobile Learning Tools During the Covid-19 Pandemic

Mobile learning, which is widely used in educational settings during the Covid-19 pandemic, will continue playing a critical role in learning environments in the future. Since the successful implementation of mobile learning in education is largely based on users’ acceptance of these technologies, it is essential to understand the factors affecting learners’ acceptance of mobile devices as learning tools. This study investigated Syrian adult refugees’ acceptance and use of mobile learning tools. The results revealed that Syrian adult refugees were positive about using mobile devices in learning Turkish as a second/foreign language, and there exists a concrete and significant correlation among all the constructs of the mobile learning tools acceptance like Perceived Ease of Use, Contribution to Foreign Language Learning, Negative Perceptions, and Voluntariness of Use. Factors affecting mobile learning acceptance was also investigated in the study, and the results indicated significant differences among the refugees regarding their characteristics such as age, gender, level of education. The results also revealed that while the refugees did better in the tests over time, mobile learning acceptance had no significant effect on foreign language achievement. Depending on these results, it can be suggested that mobile devices should be integrated into the education system as a component of the curriculum.

Intervención formativa como medio para la implementación del aprendizaje móvil

Abstract In this research, tools of the Ontosemiotic Approach (OSA) were used to analyse the formative experience of two teachers in Primary Education service, guided towards the design and implementation of tasks for mobile learning, based on the meaning of the natural number and the use of Kahoot. The experience was developed during a workshop on the design of interactive lessons, where teachers were trained on the use of Kahoot for the design of mathematical content and its implementation in a real class context. Didactic engineering in the general sense of OSA was used as a methodological element. Specifically, the case of the design and implementation of an interactive lesson on the meaning of number sequence was analysed, where some results of the retrospective analysis of the formative experience indicated that: 1) the reference meaning of the natural number is a tool that allows to guide the design of tasks towards the partial meanings, the identification of primary objects, and the Ontosemiotic analysis of them; 2) the use of mobile devices and Kahoot together motivated the teachers. With these results, two training actions are proposed, aimed at teachers: 1) the design of mobile content from the reference meaning of the natural number, and 2) the assessment of the didactic suitability of teaching experiences mediated by mobile devices.

THE USE OF QR-CODES IN PROFESSIONAL TRAINING OF STUDENTS OF ENVIRONMENTAL AND EDUCATIONAL INDUSTRIES

The article emphasizes the significance of the information and digital competence of teachers, which includes the ability to navigate in the information and digital space, the search and critical analysis of information, the use of educational electronic resources and creation of new ones, the use of digital technologies in the educational process. It notes that Digital Competence of Educators the European framework identifies six main areas of application: professional involvement; digital resources; teaching and learning; evaluation; promoting students' digital competence.
 The article reveals the importance of the m-learning implementation. It is the use of mobile technology in the educational process, the use of a wide range of digital portable mobile devices and applications. The best pedagogical experience in the implementation of mobile learning on the example of the use of QR codes is summarized. The main resources for creating and reading QR codes, examples of their use in educational activities are highlighted.
 Our own experience of using QR codes in the professional training of future biologists and teachers of natural sciences has been revealed. In particular, it is used in the Museum of Nature of Zhytomyr Ivan Franko State University to expand the museum's capabilities, the application of its exposition for educational excursions, independent work of students, to organize quests and educational games and more. The stages of projects using QR codes are described: the digital guide "Dendrological Secrets of Chaudoir Park" (the mayor grant for gifted youth) and "Digital Dendrological Guide of Zhytomyr" (the project of social action "Strengthening Intersectoral Cooperation for Social Cohesion", co-financed by the European Union and the British Council in Ukraine). Their implementation contributes to the creation of information space for Biology lessons, open-air Ecology, classes of ecological and naturalistic circles, botanical, biogeographical, ecological excursions, development of hiking tourism, etc.