Integration Of Mobile Technologies Research Articles

A Systematic Review of Mobile-Assisted Language Learning Research Trends and Practices in Malaysia

Mobile technology integration in Malaysia’s English language education has a bright future, owing to the many advantages offered by mobile devices. However, there are inadequate studies that systematically review existing work in Malaysia to uncover gaps in the use of mobile technologies for English teaching and learning. Thus, a systematic review was conducted to offer an up-to-date synthesis of Mobile-Assisted Language Learning (MALL) integration in Malaysia from January 2019 to January 2021. The review followed the PRISMA Statement's guidelines which resulted in the identification of eleven articles that met all the inclusion criteria. Following that, the eleven articles were analysed and synthesised quantitatively and qualitatively using seven codes derived from two earlier systematic reviews of the literature. The codes were: (1) research objectives, (2) research methodologies, (3) educational level, (4) learning context, (5) device types, (6) theories, and (7) research outcomes. The systematic review discovered several significant findings, including the fact that the majority of the studies examined the effect of MALL integration on students' English acquisition and performance, and that MALL was more prevalent in Malaysian higher education institutions than other levels of education, with the lowest prevalence in primary schools. In light of this information, recommendations for future research were proposed. Malaysian academics are encouraged to broaden the scope of their future research and engage students from all levels of education in future MALL practices in order to better understand MALL's usability in English language instruction in Malaysia.

Moderator effects of mobile users' pedagogical role on science learning: A meta‐analysis

AbstractThe advancement of technologies has promoted the increasing popularity and integration of mobile technologies in science education in the past decade. These trends have led to an increased interest among scholars to understand the effects of mobile technologies in science education and whether those effects differ depending on how mobile technologies are used in learning and teaching (eg, student‐led, teacher‐led, collaborative). In this study, we performed a meta‐analysis of 34 studies that directly examined the effects of users' pedagogical role on K‐16 students' achievement in science when engaging in mobile learning (ML). The analysis of the 34 studies yielded an overall significant main effect of ML on K‐16 science learning outcomes. We applied the mixed‐effects model with moderator variables and found that users' pedagogical role significantly moderated the ML effects as a whole. Collaborative and student‐led uses had a statistically significant impact on student science learning, whereas teacher‐led use did not. Findings from this meta‐analysis are consistent with prior research, providing synthesized research‐based evidence of the effects of ML on science learning that holds implications for both mobile curriculum design and mobile technology use.Practitioner notesWhat is already known about this topicMobile technology has been increasingly adopted in science learning with great potential to support learning and teaching.Prior meta‐analysis has suggested multiple moderators in measuring the mobile learning effect.Prior empirical studies examined the effect of mobile users' pedagogical role in the specific subject domains (eg, physics) and grade levels (eg, high school).What this paper addsThis meta‐analysis is among the first to examine the moderator effect of mobile users' pedagogical roles on ML in K‐16 science education.This study found that mobile technology use is associated with significant science learning outcomes across 34 studies.This study found that the effect of mobile learning was moderated by mobile users' pedagogical roles (ie, who initiated the use). Collaborative use between teachers and students tends to be the most effective. Teacher‐led use tends to be the least effective.Implications for practiceThis study suggests that we should consider who leads the use of mobile technology when integrating mobile learning in science education.In particular, educators should encourage collaborative and student‐led mobile use for learning and instruction.

Teachers’ acceptance of mobile technology use towards innovative teaching in Malaysian secondary schools

<span>The integration of mobile technology is not a new thing nowadays. It became increasingly applied after the COVID-19 pandemic hit the world. Teachers need to use mobile technology devices widely to improve teaching effectiveness. This study aimed to explore the elements of teachers' acceptance of mobile technology as a learning alternative. The respondents consisted of 422 teachers in 24 secondary schools around Kedah, Malaysia. The results showed that teachers are impressed to integrate mobile technology based on three dimensions: effort expectancy, hedonic motivation, and habit. This situation reflects teachers' willingness to translate their pedagogical abilities through the medium of technology. It has also recognized that internal motivation and teachers' natural habits are the driving force behind integrating mobile technology as a teaching aid to digital technology. Thus, mobile technology is a trend of daily use and can be utilized as the most advanced pedagogical material to go through learning in the 21st century.</span>

Student Involvement in Mobile-Learning: Case of Ibn Tofail University

In last years, the use of cell phones has reached new heights. This inflfluences teaching methods at universities. The integration of mobile technologies into the teaching process can encourage the students to be more involved in the online learning process.The main challenges of mobile learning can be summarized in the changing attitudes in the educational fifield, being able to develop adequate pedagogical frameworks, good design (pedagogical and visual) and providing the right methods to control the involvement of the learners.Although mobile devices are highly present in the daily life of learners and trainers, the use of these technologies in distance education appears to still be low. The objective of this research is to measure the involvement of the students who are using smartphones compared to those who are using desktop computers by monitoring the learner’s activity on the platform.To carry out this research, we used three Moodle distance-learning platforms from Ibn Tofail University to collect data. This data was processed by machine learning algorithms in an effort to see a link between the use of the mobile and the involvement of a student in an online learning.

A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction

Researchers have identified three orders of barriers to probe teachers’ conceptions of technology-integrated instruction, namely extrinsic obstacles, intrinsic obstacles and the lack of design thinking. However, few studies have investigated barriers to teachers’ mobile technology-integrated instruction and compared them with the barriers to their technology-integrated instruction. This study recruited 20 in-service teachers with experience in adopting mobile learning (in practice) to compare their conceptions of the two kinds of barriers. Firstly, we utilised the phenomenographic method and subsequently transformed qualitative interview data into quantitative data. The research results found an additional crucial barrier, namely classroom management. Thus, this study revealed four classifications of barriers to (mobile) technology-integrated instruction. Moreover, teachers with less experience in adopting mobile learning confronted more obstructions to mobile technology-integrated instruction than to technology-integrated instruction at the first-order level (i.e., extrinsic obstacles). On the contrary, teachers with more experience in adopting mobile learning encountered more barriers related to design thinking upon the educational integration of mobile technology over conventional technology. This study provides the field with new insights into understanding teachers’ conceptions of barriers to the adoption of emerging technology-integrated instruction and sheds light for researchers and policymakers who are working on teacher professional development. Implications for practice or policy: This research reveals a framework of the four orders of barriers for providing an understanding of teachers’ barriers to advanced technology-integrated instruction as the technology grows. More courses involving design thinking for mobile learning should be provided as part of teacher training. Future research should carefully explore the effective solutions for eliminating the barriers to mobile technology-integrated instruction.

Impact of Technostress on Continuance Intentions to Use Mobile Technology

With rapid development of emerging technologies, teachers have been required to integrate mobile technology into their practices to improve learning outcomes. However, teachers have been reluctant to integrate technology into teaching because of technostress. Many studies have investigated the reasons and consequences of technostress in different contexts more than education, specifically teachers in K-12. To shed light on the boundary condition of using new technology, this study investigated technostress as a boundary condition that influences perceived usefulness for continuance intentions of using portable technology. Therefore, the authors introduced a model to describe the relationship among technostress, perceived usefulness, and K-12 teacher attitudes toward and continuance intentions to using mobile technology in the Palestinian context. 367 teachers from different backgrounds participated in the quantitative study. SPSS and AMOS were used to find the path coefficients of the model. The findings revealed that technostress has non-significant direct effects on continuance intentions of using portable technology, where perceived usefulness plays a crucial role in continuance intentions. Technostress has negative effects on both perceived usefulness and teachers’ attitudes toward mobile technology. Participants in the study were from northern Palestine, which limited generalizing the findings on other technological tools. Longitudinal future studies are recommended to understand the impact of perceived usefulness and its relationship with technostress, which is important to deepening our understanding of continuance intentions in using mobile technology.

Intelligent Interactive English Teaching Discrete Data Modeling and Simulation

This study attempts to explore the discrete data modeling and simulation of smart interactive English teaching based on mobile APP, expecting to explore the effective teaching strategies for deep integration of mobile APP technology and smart interactive English teaching, and to conduct discrete data modeling and simulation of English teaching. In this study, we propose a discrete data modeling algorithm for smart interactive English teaching based on discrete data points and normal vectors using B splines. By adding normal vector constraints, this method can maintain good fitting results even when the data points are discrete. The method consists of four parts, namely, discrete point parameterization, B-spline dominant point selection, node vector determination, and least-squares fitting, including both data point error and normal vector error. The mobile APP-based initial intelligent interactive English teaching should adhere to the four principles of autonomy of English course learning, adhere to teacher dominance in the language classroom, grasp the humanistic nature of English course content, and focus on the practical nature of English course implementation. The interactive learning environment based on mobile APP can promote students’ in-depth understanding of knowledge. The higher the student’s interest in learning, the deeper the degree of understanding; the more diverse the learning methods, the more it can promote students’ in-depth understanding of knowledge; the stronger the degree of interaction, the higher the level of understanding. The discrete data modeling of smart interactive English teaching proposed in this study provides a theoretical reference for the design and production of interactive learning resources for English courses, according to which the interactive learning resources for English courses are produced to make up for the lack of English course resources.

Adaptation and virtual feasibility pilot of a mindfulness-based lifestyle program targeting modifiable dementia risk factors in older adults

Objectives We developed a group-based program (My Healthy Brain, MHB) to engage older adults at-risk for dementia in healthy lifestyles. We report on a two-part study to adapt MHB by incorporating mindfulness skills, using mobile health technology to monitor and reinforce behaviors, and delivering it via live video. Methods Participants were older adults (age ≥ 60) with subjective cognitive decline (SCD) and at least one lifestyle risk factor. In Aim 1 (n = 11, 2 groups), we conducted focus groups to obtain qualitative feedback on proposed adaptations. In Aim 2 (n = 10), we conducted a virtual open pilot with exit interviews to explore the feasibility and outcomes of the adapted MHB. Results Thematic analysis revealed: (1) barriers and facilitators to healthy lifestyles, (2) positive impressions of MHB, (3) interest in mindfulness skills, and (4) openness to study technologies. MHB met a-priori feasibility benchmarks and was associated with improvements in cognition, lifestyle (e.g. physical function), and proposed mechanisms (e.g. mindfulness). Exit interviews confirmed high feasibility and satisfaction. Conclusion The integration of mindfulness, live video, and mobile health technologies was feasible and promising for improving healthier lifestyles. The results inform the next feasibility RCT of MHB to prepare for efficacy testing. Supplemental data for this article is available online at http://dx.doi.org/10.1080/13607863.2022.2032600

Clinician Perspectives on Unmet Needs for Mobile Technology Among Hospitalists: Workflow Analysis Based on Semistructured Interviews.

BackgroundThe hospitalist workday is cognitively demanding and dominated by activities away from patients’ bedsides. Although mobile technologies are offered as solutions, clinicians report lower expectations of mobile technology after actual use.ObjectiveThe purpose of this study is to better understand opportunities for integrating mobile technology and apps into hospitalists’ workflows. We aim to identify difficult tasks and contextual factors that introduce inefficiencies and characterize hospitalists’ perspectives on mobile technology and apps.MethodsWe conducted a workflow analysis based on semistructured interviews. At a Midwestern US medical center, we recruited physicians and nurse practitioners from hospitalist and inpatient teaching teams and internal medicine residents. Interviews focused on tasks perceived as frequent, redundant, and difficult. Additionally, participants were asked to describe opportunities for mobile technology interventions. We analyzed contributing factors, impacted workflows, and mobile app ideas.ResultsOver 3 months, we interviewed 12 hospitalists. Participants collectively identified chart reviews, orders, and documentation as the most frequent, redundant, and difficult tasks. Based on those tasks, the intake, discharge, and rounding workflows were characterized as difficult and inefficient. The difficulty was associated with a lack of access to electronic health records at the bedside. Contributing factors for inefficiencies were poor usability and inconsistent availability of health information technology combined with organizational policies. Participants thought mobile apps designed to improve team communications would be most beneficial. Based on our analysis, mobile apps focused on data entry and presentation supporting specific tasks should also be prioritized.ConclusionsBased on our results, there are prioritized opportunities for mobile technology to decrease difficulty and increase the efficiency of hospitalists’ workflows. Mobile technology and task-specific mobile apps with enhanced usability could decrease overreliance on hospitalists’ memory and fragmentation of clinical tasks across locations. This study informs the design and implementation processes of future health information technologies to improve continuity in hospital-based medicine.

Empirical Studies on Mobile-Assisted Language Learning in China: A Review of Selected Research

Mobile assisted language learning (MALL) has recently aroused the attention of educators and researchers worldwide with the popularity of mobile devices. Chinese educators have made committed efforts to innovate teaching methods by integrating mobile technology into regular language courses. Nevertheless, these tireless efforts were mainly documented in Chinese, failing to reach a wider international relationship. This paper thus offers a comprehensive analysis and synthesis of MALL studies published from 2015 to 2020 in leading mainland Chinese journals. Thirty six studies from CSSCI journals were examined in terms of theoretical frameworks, methodologies, emerging themes as well as the key findings. The results indicated that diverse theories or pedagogical frameworks were applied to inform their studies but there were still a significant number of studies failing to specify any theories. Regarding methodologies, researchers tended to prefer the mixed research designs by providing both quantitative and qualitative data. Furthermore, the three major themes were identified, including learning outcomes, learning processes as well as technology acceptance and perceptions. The positive effects of MALL were largely reported from different perspectives although limitations still exist. Based on the results, implications for educators and suggestions for further MALL studies were provided in the end.

Use of Mobile Application for Communication, Interaction and Learning: Lessons from an Action Research

Integration of mobile technologies into training and instruction for learning facilitation is important these days. It is because the users of the mobile devices are increasing as enablers of the learning opportunity anywhere all the times. In addition, learners like to get information, learning resources and activities on their palms via mobile devices. In this context, this paper reports lessons from action research about the use of customized android mobile application at a teacher education institution in Nepal. The research started with the purpose of promoting the use of Mobile App for e-learning that contributes to improving access to e-learning resources and instant communication for course activities. Online survey, informal interaction and interview were used to collect data. Activity theory has been influential to analyse the use of Mobile App for the learning facilitation. The research shows that the course facilitators rarely used Mobile App, instead they liked using web browsers in their large computer screen. However, students used the Mobile App and they wanted the updated version with user-friendly interface. Main lesson from the research is that the roles of institution and facilitators are important to create and provide mobile friendly options of learning facilitation where students themselves can explore in the internet, learn, and use available applications and tools required for their learning. Training institutions can introduce mobile application to bring about a change in the ways of training methods and pedagogical practices with technological interventions. Trainers can consider mobile apps for techno-friendly instructional experiences. Also, learners can access mobile apps for training resources and other learning to enhance their knowledge and skill.

M-learning and the EFL classroom

Technology is definitely ubiquitous. It is what keeps us constantly connected to different people on a daily basis. Since the advent of smartphones, technology has also changed the way we perform many of our everyday tasks, including the ones at the school local context. It also reinvented the way teenagers learn and behave in the classroom, EFL institutions included. This article, then, aims to present and discuss the role of mobile learning in the teaching of English-speaking skills and the concept of Bring Your Own Device. Additionally, based on the concept of Partnering Pedagogy (PRENSKY, 2012), it suggests a lesson plan for regular school pre-teens to show how teachers can give the first step toward the implementation of mobile devices in their educational practices. The lesson, which can be applied either to online or face-to-face contexts, showed how teenage students become more willing to participate in speaking activities. Finally, the text brings to light some reflection on the integration of mobile technologies in EFL learning practices, emphasizing the essence of delivering high quality learning lessons rather than giving central importance to technology per se.

A systematized review of the use of mobile technology in outdoor learning

ABSTRACT This inquiry reports the findings of a systematized review of recent studies concerning the affordances associated with implementing mobile technology in outdoor learning. The emergent employment of mobile technologies in education worldwide adds new layers of complexity to the field that require a better understanding. The review aims to summarize and critically interrogate peer-reviewed studies and identify gaps in current research. Taken collectively, the 33 reviewed articles mirror the dualism that is present within the field. Whilst some studies show that the portability and accessibility of mobile devices offer new opportunities, others point at issues of complexity, safety, and loss of experiential quality. The findings highlight three principal strategies that offer meaningful ways to manage the tensions between technology and outdoor learning: mitigation, intentionality, and adaptation. The review thus offers a deeper understanding of how outdoor learning programs can effectively integrate mobile technology to overcome the nature-technology dichotomy.

Factors Influencing the Acceptance of Mobile Collaborative Learning for the Continuous Professional Development of Teachers

The COVID-19 epidemic has not only triggered a worldwide health catastrophe, it has also affected learning processes all over the world. While COVID-19 was in its initial wave of transmission, educational systems around the world witnessed bitter experiences in the form of the closure of institutes or a shift to distance (or online) learning techniques. The delivery of quality education was affected the most where the educational system was already weak due to the unavailability of effective teachers’ professional development programs and the lack of the integration of technology. This study extends the conventional continuous professional development (CPD) model of in-service teachers adopted in the province of Sindh, Pakistan. The extensions are based on the integration of mobile technology and support for collaborative learning and ongoing assistance, which are missed in the current traditional model. To assess the acceptance and use of the app, an Mobile collaborative learning (MCL) based CPD acceptance framework is designed by combining chosen components from a generally recognized Unified theory of acceptance and use of technology (UTAUT2) and other well-recognized acceptance models for the acceptance and use of the technology. In the context of CPD, a total of 14 constructs have been selected which include performance expectancy; effort expectancy; facilitating conditions; hedonic motivation; mobility; knowledge acquisition; content and information quality; on-the-job support; reward; behavioral intention; engagement; interactivity with peer & experts; self-management and collaborative learning. Based on these constructs; a total of 13 hypotheses were developed with 55 measurement items. A total of 494 teachers participated in a two-week training session using the designed app. Based on the activity, a questionnaire was designed and distributed among the participants using WhatsApp groups during the academic year of 2021–2022. Out of 494 participants; 472 participants correctly filled in the questionnaires, which were selected for analysis. The data was analyzed using IBM SPSS version 21; and, for Structural Equation Modeling (SEM) analysis, IBM AMOS version 21 was used. According to the results, all thirteen hypotheses were found statistically significant showing the positive impact on the acceptance and use of the CPD app. The results of this study promote teachers’ and experts’ engagement and participation in CPD activities which not only improve the knowledge and skills of the learners but also impact their long-term professional development and success. This research may help the teachers’ training and related institutions to make better choices and develop a mobile collaborative learning system for school-based teacher support and training programs. As a basis, this study may also be used in other provinces of Pakistan and beyond to make it a CPD standard.

Design and evaluation of a multi-sensory scaffolding gamification science course with mobile technology for learners with total blindness

Visual challenges for learners who are blind may lead to decreased learning effectiveness, motivation, and engagement in learning science-related courses due to accessibility issues. Therefore, the purpose of the study was to integrate the multi-sensory scaffolding gamification teaching model using mobile technology and card games to develop an accessible biology learning activity for totally blind students. The mobile technology provides cognitive scaffolding through the auditory sense. Moreover, the card games emphasize learners' collaboration process, which leads to more in-depth peer interaction. With the integration of mobile technology and card games, the researchers systematically investigated students’ learning effectiveness, motivation, flow state, game acceptance, and behavioral patterns in the proposed gamification science course unit. Thirty-two middle school students with total blindness participated in this study.The findings indicated that the learning effectiveness of the learners within both groups (multi-sensory scaffolding teaching materials were applied) showed a significant increase. The results also showed that the design of the multi-sensory scaffolding met the learning needs of learners with total blindness in science education. These findings can contribute to the future development of designing and teaching science-related courses by integrating an accessible multi-sensory scaffolding approach that enriches and increases the understanding of abstract science concepts of students who are totally blind.

A Latent Profile Analysis of University Faculty Subtypes for Mobile Technology Integration

The need for entirely online instruction as a result of the COVID-19 pandemic has raised many questions about university faculty readiness for online instruction and how to effectively support university faculty in integrating mobile technology into their practice. Previous research suggests subtypes of university faculty technology integration and in turn, a need for diversified approaches to professional development. However, such research is both limited and contested, and thus further research is needed. This multistudy examined whether there are qualitatively distinct faculty subtypes for mobile technology integration (Study 1: N = 83, Study 2: N = 45) based on their knowledge, self-efficacy, and attitudes towards mobile technology, and whether such subtypes, if indeed were present, were meaningfully associated with an adoption of mobile technology in the following semester. Findings from the latent profile analysis suggest five university faculty subtypes: Technology Enthusiasts, Knowledgeable Adopters, Prospective Adopters, Knowledgeable Skeptics, and Non-Adopters. Study 2 validates Study 1 findings. Findings illustrate that technology professional development opportunities only have value for certain university faculty groups and that resources would be better targeted elsewhere for faculty groups such as non-adopters. We discuss the implications of these findings for future efforts to support university faculty mobile technology integration.

Guidelines for Teacher Training in Mobile Augmented Reality Games: Hearing the Teachers’ Voices

Mobile augmented reality games (MARGs) can be leveraged for educational purposes, as there are several examples in the literature revealing their educational value. The supporting technologies for MARGs’ implementation in education are increasingly pervasive and popular, so it is time for their adoption in teacher practices. However, the integration of new practices in schools, with an impact on students’ learning, requires teacher training. For that, a 50 h workshop was con-ducted to promote the collaborative development of MARGs for science, technology, engineering, and mathematics learning, which was attended by 16 in-service teachers, in Portugal. The aim of this study is to propose a set of guidelines for teacher training on MARGs, emergent from the perspectives of teachers who participated in the workshop. This is a descriptive qualitative study focusing on documental analysis of the individual final reflections of the participating teachers. The results showed that the workshop answered teachers’ personal and professional needs, with an impact on their practices, in what concerns the integration of mobile and AR technology, and of games. Producing a new game during training and making it freely available for others to use seemed to be very satisfactory for teachers, and a good practice to follow. From teachers’ reflections, it was possible to propose a set of guidelines useful for international readership, both researchers and teacher trainers, who aim to conceive and develop continuous professional development initiatives for MARGs’ integration in teacher practices.

Teacher Professional Development: Mobile and Limited Technology-enhanced Pedagogy

This qualitative case study seeks to document and understand the influence of technology integrated/supported professional development (PD) on preK-12 grade teachers in Nepal. The study focuses on the value of collaborative, university-school relationships to foster buy-in among teachers to integrate technology for increased student learning. We used the TPACK framework and sociocultural theory of learning to understand how and why technology integration at a rural school in a poor country would support more engaged pedagogy for learning. The PDs were co-designed by the researchers with teachers’ input, and further supported in its implementation when teachers tried out the new strategies in their classrooms. Data was collected utilizing methods of observations, self-reflective fieldnotes, informal interviews, and artifacts. Data analysis indicated that effective and locally suitable technology integration relies on building relationships with the teachers and school community; technology integration needs to be focused on the local needs of students and teachers based on their resources and curricular demands; and while limited (mobile) technology integration can support better learning, student-centered inquiry-based pedagogy needs to guide technology use in class. Furthermore, the study argues that recognizing and valuing local cultural and school contexts are central to successful PD in technology integration.

Evaluating the Digital Transformation of Cities with Multi-Criteria Decision-Making Techniques

The integration of mobile and digital technologies with sensors enables cities to become Digital and Smart City (SC), and thus to provide city services more productively and effectively. Therefore, measuring the weighted and unweighted Digital Transformation (DT) Level of cities has been determined as one of the important problems of cities. For this purpose, the indicators, dimensions and Critical Success Factors (CSF) affecting the DT of cities were determined through literature review, questionnaires and interviews. The effects of indicators, dimensions and CSFs on the weighted Urban Digitalization Index (UDI) calculation were investigated. The Questionnaire answered by the municipality Information System (IS) experts was used to calculate the indicators, dimension and CSF weights. In these measurements, the SWARA technique was used in the calculation of CSFs weight percentages, the AHP technique was used in the calculation of dimensions weight percentages, and the Categorical Value Selection technique was used in the calculation of indicators weight percentages. The TOPSIS technique was used to transform three weighted UDI ranks into an integrated ranking. Satyam technique was used in the calculation of different UDIs. Use of the Satyam technique in UDI calculation for the first time in the world and the use of different Multi-Criteria Decision-Making techniques together with the TOPSIS method in weighted UDI ranking increases the importance of the research. As a result, it is stated that weighted and unweighted UDI rankings can be used by city administrators in developing SC policies and strategies.

How is mobile health technology transforming physician-nurse collaboration?

The integration of mobile health technologies in medical practice has the potential to promote in‐person, high‐quality care. We examine the impact of Voalte, a healthcare‐specific mobile application, on bedside rounding and care coordination. A cross‐sectional survey was conducted on 71 medical ward‐based nurses from a quaternary‐care academic centre, capturing 183 rounding events. The frequency of physician–nurse overlap at the bedside was 50.3%, representing a >20% increase when compared with the 2018 baseline before Voalte's introduction. Our results show that mobile health technologies can strengthen inpatient medicine workflows and interdisciplinary collaboration when implemented successfully.