M-learning Apps Research Articles

Perceptions of Self-Learners of English Toward Mobile Language Learning

This mixed-method research was conducted to examine the perceptions of self-learners of English as a foreign language (EFL) toward mobile learning (m-learning) apps. It integrated several constructs from the technology acceptance model (TAM) and constructivist learning theory (CLT) to provide a detailed picture of the learners' perceptions. The study also examined variations in learner perceptions based on their gender and age. A total of 292 participants took part in this research, and data were triangulated from quantitative and qualitative instruments. The findings revealed positive perceptions among the learners toward English m-learning apps as well as a strong and positive relationship between the learners' TAM-based and CLT-based perceptions. Although gender did not significantly affect the learners' perceptions, age did exert some influence on both behavioral intention and actual use of the apps. The study concludes with several pedagogical implications and recommendations for future research.

A New Technological Model on Investigating the Utilization of Mobile Learning Applications: Extending the TAM

Mobile learning has become increasingly important for higher education due to its numerous advantages and transformative potential. The aim of this study is to investigate how students perceive and utilize mobile learning (m-learning) services in universities. To achieve this objective, a conceptual model was developed, combining the TAM with additional new determinants, including perceived security, perceived trust, perceived risk, and service quality. The primary goal of this model is to assess the adoption of m-learning apps among users in university settings. To evaluate the proposed model, SEM was utilized to test the research model. The findings of the study highlight the critical roles of perceived security, perceived trust, and service quality in promoting the adoption of m-learning apps. Moreover, the results indicate that perceived risk negatively impacts both students’ trust and their attitudes towards using mobile learning services. The study reveals that the perceived trust, and service quality factors positively influence students’ attitudes towards adopting m-learning apps. These research findings hold significant implications for universities and academia, offering valuable insights to devise effective strategies for increasing the utilization of m- learning services among students. By gaining a deeper understanding of students’ perceptions and acceptance, universities can optimize their m-learning offerings to cater to students’ needs and preferences more effectively.

Teachers’ acceptance of an open-source, collaborative, free m-learning app: The predictive role of teachers’ self-approach goals

Based on the Technology Acceptance Model (TAM), the aims of the present cross-sectional study were i) to investigate acceptance by teachers of an open-source, collaborative, free m-learning app, named Artefac, ii) to examine whether teachers’ self-approach goals (i.e., the motivation to teach more effectively than before) may be a relevant external variable to include in the TAM, and iii) to investigate potential differences of acceptance between school subjects (humanities and social science teachers vs. science teachers), status (in-service teachers vs. pre-service teachers), and contexts (teachers in schools classified as difficult vs. teachers in schools not so classified). A total of 419 French teachers (277 women, 142 men) took part in the present correlational survey. After reading a text with pictures presenting an open-source, collaborative, free m-learning app, named Artefac, the participants filled out a self-reported questionnaire about its acceptance before use, assessing perceived usefulness for teaching, perceived ease of use, perceived enjoyment, and intention to use. Teachers’ self-approach goals were also assessed. One-sample t-tests and structural equation modeling were used to analyze the data. The results showed that Artefac was rather well accepted by teachers (with middle to strong effect sizes), whatever their school subject, their status, and their teaching context. The results also highlighted that teachers’ self-approach goals positively predicted perceived enjoyment and perceived ease of use but did not predict perceived usefulness for teaching, indicating that the more teachers wanted to increase their teaching skills, the more they found Artefac easy to use and fun to use.

Efektifitas the Safe Delivery App (SDA) secara Blended Learning terhadap Pengetahuan Bidan

Instroduction: Globally on the industrial revolution of 4.0 mobile learning (mLearning) tools were familiar and attracted considerable attention for healthcare workers as a means of continuous training. The Safe Delivery App’s innovation (SDA) is a smartphone mLearning app that contains information and skills for trained health workers, can be accessed directly, quckly, and based on evidence-based Basic Emergency Obstetric and Neonatal Care (BEmONC) content. Purpose: This study assessed the effect of the SDA intervention by blended learning on midwives’ knowledge. Methods: The study used a quasi-experimental group pre-and post-test design with control group. The research sample consisted of 48 midwives with randomized sampling grouping through by-wheel trial numbers, timing 3 to 6 month. An independent sample t-test was used to statistically, Confidence interval (Cls) and effect size by Cohen’s d were used. Results: The use of The SDA App has proven to be significantly effective in creasing knowledge, the mean differences before-after 5,39 (SD=2,37); 95% Cl 2,29 ± 4,28, p-value <0,001 and d=1,38 in one of the modules. Conclusion: The SDA App has proven very effective improved the quality of human resources for midwives, hope these benefits will be further disseminated wider by all heatlh cares provider.

Understanding the inclination of South Indian nursing graduates in using mobile learning applications.

Clinical-based mobile learning courses have great demand among the nursing graduates as learners look for possibilities to update skills. The present study explores the feasibility, familiarity, utility, and attitude of nursing graduates of South India toward mobile learning applications (m-apps). An online-based cross-sectional descriptive survey was conducted in May 2021 among the South Indian nursing graduates of Tamil Nadu and Kerala, using a questionnaire consisting 49 items categorized under six sections with items related to socio-demographic information; m-app usage; online learning experience; preference in using m-apps for learning purposes before COVID-19 and during COVID-19; students' engagement through e-learning; and anxiety related to online assessment. Descriptive and inferential (ANOVA, Chi-square, and t test) statistical data analysis were done using SPSS version 23. A total of 447 student nurses responded. The result shows that most of them, 96% (432) used android phones and 94% (422) owned a mobile. Age was highly influencing mobile learning application (m-learning apps) usage; students of less than 20 years of age used applications more frequently and possessed more educational applications. Majority of them, 84% (377) of them had started using m-learning apps only after COVID. 57.7% (249) commonly used m-learning apps for acquiring nursing knowledge resources, nursing exam preparatory, and drug resources. Students rated high for the interactive nature of these m-learning apps, while abundant learning materials and usage with ease were rated as other attractive features. Sixty-six percent (305) had mostly downloaded these apps from Google Play Store. The findings would help the m-learning application developers to offer customize solutions to address learning gaps that prevail among the South Indian nursing graduates and help with sustainable growth.

Adoption of M-learning apps: A sequential mediation analysis and the moderating role of personal innovativeness in information technology

Within the emerging context of the digitization of the education industry, mobile learning terminals constitute a significant advance in how information is communicated. Previous studies revealed that the influence mechanism proposed by TAM could be extended with other determinants. The impacts of privacy concerns, personal innovativeness in information technology, and conditional process analyses have been underexplored.The primary aim of this study is to examine factors influencing the students’ intentions to continue using mobile learning Apps in the academic context. A further objective is to identify the mediating and moderating mechanisms underlying the relationships between continuance intention and its antecedents.The purposive questionnaire was conducted among college students through an online survey, with 293 valid respondents. The quantitative methods through regression analyses and Maximum Likelihood Method Structural Equation Modeling (SEM) were employed to assess the proposed models and perform data analyses. The results confirm that the determinants of college students' continuance intention toward M-learning Apps are perceived ease of use (PEU), perceived usefulness (PU), students' perceived satisfaction (SAT), personal innovativeness in information technology (PIIT), and privacy concerns (PC), which together explain 63.4% of the variance of continuance intention (CI). Specifically, privacy concerns impose a weakly negative effect on students' continuance intention, with a coefficient of −0.093. This study also verifies that perceived ease of use on continuance intention was mediated by perceived usefulness and students' satisfaction. It includes a serial mediation as the effect of perceived ease of use on satisfaction flowed through perceived usefulness, where students' satisfaction mediated the impact of perceived usefulness on continuance intention. The total effects of perceived ease of use on continuance intention are 0.633. In addition, the students' perceived satisfaction is marginally moderated by personal innovativeness in information technology, affirming PIIT imposed a quadratic impact on college students’ continuance intention toward M-learning Apps.The study provides valuable insights for educational institutions and educational M-learning software companies on how to utilize M-learning Apps to motivate college students to learn more efficiently and increase students’ engagement with instructors.

What drives students to adopt m-learning apps? The role of e-WOM in signalling theory perspective

ABSTRACT With the advent of smartphones, the means of information exchange have significantly changed. Technological innovations such as m-learning via smartphones are important for future education because they provide many benefits such as the ability to learn at any time and from any location. The study aims to investigate the student’s adoption intention of m-learning apps framed by e-WOM in the context of Signalling theory. A cross-sectional survey was conducted on university students in India. Smart-PLS 3.0 was used to analyse the data. The model explains 58.2% of the variance in user engagement from e-WOM (user-generated and marketer-generated) and 49% of the intention to use. The findings reveal that e-WOM as a signal moves from the sender (marketer in this study) to the receiver (students in the present context), which develops the m-learning app engagement, leading to trust. Furthermore, the findings confirm the impact of user trust on the adoption intention of m-learning Apps. The conclusion, implications and limitations are presented.

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.

Learning technology acceptance and continuance intention among business students: The mediating effects of confirmation, flow, and engagement

The emergence of mobile applications has opened the door to a new kind of information and communication technology tool and educational support which is vital for students’ positive learning behaviours. The aims of this study were to examine the effects of three mediators (confirmation, flow, and student engagement) on students’ learning technology acceptance and information systems continuance intention, and to explore the functions of these variables in the mediating process between learning technology acceptance and continuance intention. Using PROCESS macro program where the bootstrap confidence interval was adopted, a parallel multiple mediation model and a serial multiple mediation model were tested. Two of the three proposed hypotheses were supported. Business students’ confirmation and flow, elicited by the m-learning app, were two mediating factors with high ratios (0.6655, 95% CI = 0.2635 to 0.6085) of the overall indirect effect to the total effect, which related to students’ decisions in continuous usages of the technology. We concluded that the continuous use of the m-learning app was driven not only by students’ flexible thinking skills in accepting new learning technology, but also by a set of cognitive attributes reflecting users’ positive experiences with the system. Implications for practice or policy: Business students who have positive mindsets for accepting new technology will try their best to overcome challenges of learning unfamiliar technologies. Business students’ confirmation and flow experience elicited by the m-learning app aids in understanding of their intention to continue using the system. Instructors must develop partnerships with instructional designers to enhance student confirmation, flow and engagement for better acceptance and continued use of mobile learning technologies.

Applying the time continuum model of motivation to explain how major factors affect mobile learning motivation: a comparison of SEM and fsQCA

PurposeStudying mobile learning – the use of electronic devices (i.e. cellphone and tablets) to engage in learning across multiple contexts via connection to peers, media, experts and the larger world is a relatively new academic enterprise. This study analyzes the influencing factors of mobile learning (M-learning) motivation based on the time continuum model of motivation (TCMM).Design/methodology/approachThe study uses structural equation modeling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA) to verify relationships between mobile learning motivation, attitude, need, stimulation, emotion, ability and reinforcement. Justification for the use of both methods lies in the complementarity relationships that existed between the variables and research methodologies. The sample contains 560 mobile learners' feedback.FindingsResults show that attitude, need, emotion, ability and reinforcement are important factors to enhance mobile learning motivation, while stimulation is not.Practical implicationsThis work highlights the importance of training for app designers on how to design an M-learning App with high learning motivation by paying prior attention to learning content, teaching team and online learning communities.Originality/valueThis study proposes three precise solutions (scholars, managers and practitioners) to improve learning motivation based on the categorization of mobile learners.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-04-2021-0226.

Understanding Continuance Usage of Mobile Learning Applications: The Moderating Role of Habit

This study explored the factors that affect the intention of users to continue using mobile learning (m-learning) applications (apps). The influence of habit on user behavior toward information systems has been extensively discussed in the literature, but its role in the continuance of users when it comes to their usage of apps, especially m-learning apps, has rarely been reported. To obtain a comprehensive understanding of behaviors regarding the use of m-learning apps, this study constructed a theoretical research framework based on expectation confirmation theory and flow theory by considering habit as a moderating variable. Online questionnaires were administered to users of m-learning apps in Taiwan and data were analyzed through a structural equation modeling approach. The results indicated that the intention of users to continue using m-learning apps was influenced by satisfaction, perceived usefulness, and flow experience. Expectation confirmation affected user satisfaction and perceived usefulness. Differences existed in the intention to continue usage between users with strong and weak habits. In addition, perceived usefulness, expectation confirmation, and flow experience had direct and positive effects on satisfaction. The implications of these findings were discussed.

Abstract 18 - Urol- I Need: Evaluating the reception of a new urology m-learning app for medical students

Abstract 18 - Urol- I Need: Evaluating the reception of a new urology m-learning app for medical students

Evaluating Quality, Usability, Evidence-Based Content, and Gamification Features in Mobile Learning Apps Designed to Teach Children Basic Life Support: Systematic Search in App Stores and Content Analysis.

BackgroundGlobally, 3.7 million people die of sudden cardiac death annually. Following the World Health Organization endorsement of the Kids Save Lives statements, initiatives to train school-age children in basic life support (BLS) have been widespread. Mobile phone apps, combined with gamification, represent an opportunity for including mobile learning (m-learning) in teaching schoolchildren BLS as an additional teaching method; however, the quality of these apps is questionable.ObjectiveThis study aims to systematically evaluate the quality, usability, evidence-based content, and gamification features (GFs) of commercially available m-learning apps for teaching guideline-directed BLS knowledge and skills to school-aged children.MethodsWe searched the Google Play Store and Apple iOS App Store using multiple terms (eg, cardiopulmonary resuscitation [CPR] or BLS). Apps meeting the inclusion criteria were evaluated by 15 emergency health care professionals using the user version of the Mobile Application Rating Scale and System Usability Scale. We modified a five-finger mnemonic for teaching schoolchildren BLS and reviewed the apps’ BLS content using standardized criteria based on three CPR guidelines. GFs in the apps were evaluated using a gamification taxonomy.ResultsOf the 1207 potentially relevant apps, only 6 (0.49%) met the inclusion criteria. Most apps were excluded because the content was not related to teaching schoolchildren BLS. The mean total scores for the user version of the Mobile Application Rating Scale and System Usability Scale score were 3.2/5 points (95% CI 3.0-3.4) and 47.1/100 points (95% CI 42.1-52.1), respectively. Half of the apps taught hands-only CPR, whereas the other half also included ventilation. All the apps indicated when to start chest compressions, and only 1 app taught BLS using an automated external defibrillator. Gamification was well integrated into the m-learning apps for teaching schoolchildren BLS, whereas the personal and fictional, educational, and performance gamification groups represented most GFs.ConclusionsImproving the quality and usability of BLS content in apps and combining them with GFs can offer educators novel m-learning tools to teach schoolchildren BLS skills.

Drivers of mobile learning app usage: an integrated perspective of personality, readiness, and motivation

ABSTRACT Mobile phones are now used ubiquitously in everyday life around the world. However, using mobile devices for learning activities (i.e. m-learning) is not as popular as initially expected. This study explores the factors that affect m-learning apps acceptance among mobile phone users and investigates how personality, readiness, and motivation contribute to m-learning acceptance. The results of partial least squares analysis (PLS) with 297 valid samples indicate that conscientiousness and m-learning readiness are critical antecedents of intrinsic motivation and extrinsic motivation, with both motivations affecting intention to use m-learning app systems significantly and positively. Finally, theoretical and managerial implications are presented based on this study’s interesting findings.

P0978 - Urology at your fingertips: Medical students reception of a newly developed urology m-learning app

P0978 - Urology at your fingertips: Medical students reception of a newly developed urology m-learning app

Development of Game-Based M-Learning Apps for Preschoolers

Recent studies indicate tablets as the preferred devices of preschool children, due to portability, autonomy of use and variety of apps. There is also extensive evidence of the contributions of digital technologies in different areas of learning at these ages. The Aprender XXI project aimed to develop game-based learning apps, with content recommended in the Curriculum Guidelines for Pre-School Education (CGPE). The project used Design-Based Research (DBR) methodology, which combines scientific research and technological development. It was divided into three phases: preliminary study (literature review, search for existing apps, study of preschool curriculum), development (specifications, scriptwriting, design and programing) and evaluation (tests with users and conclusions). The preliminary study identified the needs to define robust apps. The evaluation with children and educator validated the development and defined improvements in the apps. As a result, we obtained four thematic apps—environment, health, citizenship and professions, composed of a set of games, suitable for autonomous use for children or for educational activities guided by educators in kindergarten. In addition, a website collects children’s play data, which is represented with flowers in a virtual world, to illustrate their participation/collaboration for a better future.

Urology at your fingertips: the development of a urology m-learning app for medical students.

BackgroundSurgical education has embraced advancing technology with an emphasis on e-learning in recent years. Smartphones are a useful tool for medical teaching and learning with increasing use by medical students to access e-books, medical calculators, podcasts, and medical applications (apps). Our aim was to develop a dedicated urology app for medical students as an adjunct to traditional teaching.MethodsWe published an e-book: Urology Handbook for Medical Students in 2017 based on the core urology curriculum for medical students. Subsequently, we developed a concise, simple and user-friendly smartphone app for medical students called “Urology Med”, available for download on App Store and Google Play.ResultsThis app is an introduction to urology for medical students but may also be useful for interns and surgical trainees. The app encompasses core urology topics subdivided into common urological presentations, urological examination, urological diseases, and urological devices. To make the app interactive, it includes 5 clinical cases that complement the reading material and six quizzes for self-assessment. A comprehensive checklist of 31 “must see” and “good to see” urology experiences is included. Within one month of launch, the app was downloaded 435 times in five countries across three continents. It has a 5-star rating on the Apple store.ConclusionsHigh educational standards with relevant content make e-learning a valuable learning tool for surgical education. The Urology Med app facilitates easy access to urology and is ideal for quick reading while working or revising.

Understanding the Acceptance and Use of M-Learning Apps by Entrepreneurs

This study is designed to examine factors influencing the acceptance of m-learning apps by entrepreneurs. The constructs used to develop the proposed model were drawn from the social cognitive and motivational theories. The model was validated using 218 valid responses from entrepreneurs in South Africa. The results showed that both intrinsic (i.e. perceived enjoyment) and extrinsic (i.e. perceived usefulness and social influence) motivational factors had a direct positive influence on the behavioral intentions to adopt m-learning apps. Also, perceived usefulness, which showed the strongest direct influence on behavioral intentions, was directly influenced by outcome expectancy, and indirectly influenced by self-efficacy. The study also evaluated the outcomes of use behavior. For one, entrepreneurs who used m-learning apps were more likely to recommend the m-learning apps to others. Moreover, use behavior was shown to have a significant positive influence on entrepreneurial self-efficacy.

Computer Students Attitudes on the Integration of m-Learning Applications

Technology has an important role in the lives particularly in the field of education nowadays because of its accessibility and affordability. Mobile learning (m-Learning) which is form of e-learning is a novel approach in the arena of educational technology that offers personal, informal, blended learning and flexible learning opportunities to learners and instructors. The present study is an attempt to determine the computer students’ attitudes on the integration of m-Learning app (WhatsApp). A total numbers of 143 student participants participated in the experiment. The study used quasi-experimental research design. The learners were performed intact groups of a public university. They were asked to complete the assignments through WhatsApp application. Two questionnaires were used to gather the data. The data was analyzed descriptively. Findings of the data showed that learners had positive attitudes towards the integration of m-Learning apps. The study also reports the suggestions for the future research and implications for the teachers.

Dimensions and Sub-Dimensions for the Evaluation of M-Learning Apps for Children: A Review

The introduction and rapid growth of mobile learning applications (m-learning apps) has improved the role of teachers in facilitating the learning process especially among children. The learning experiences of children are enhanced and enriched with the use of m-learning apps for children. There are several m-learning apps developed for children in the market today, however, some of these apps do not succinctly support and adequately assist in the learning process and educational endeavors and quest of these young minds. In this paper, a systematic review of literature was conducted to assess past research and studies on usability dimensions and sub-dimensions utilized in evaluating children’s m-learning apps. The systematic literature review consisted of the following approach: the definition of search strategy, selection of primary studies, data extraction, and implementation of synthesis strategy and lastly, the presentation of findings. The result of the review reveals that effectiveness, efficiency, learnability, and user satisfaction (with their corresponding sub-dimensions) were the top four usability dimensions used in the evaluation of m-learning apps for children. In addition, the works reviewed showed that usability evaluation is prominent only during the implementation phase of the applications’ development.