M-learning Applications Research Articles

Application of augmented reality, gamification and m-learning

<p>Augmented reality, gamification and m-learning occupy today an important place in education, given the advantages that the use of mobile technologies has brought, independently or in combination with other technological scenarios and different devices that affect the teaching and learning of disciplines or that serve as a bridge to improve various processes mediated by ICT in teaching and/or learning. In this sense, the article presented here shows an analytical study that was developed under an exploratory, descriptive and interpretative methodology of the categories augmented reality, gamification and m-learning, based on a characterization in the databases, a literature review was conducted in the main databases such as Science direct, Scopus and web Science, obtaining 100 reference articles. Thus, it was found that these three categories determined as teaching strategies significantly influence motivation, interest in knowledge, retention and understanding of information for the development of teaching and learning processes. The method used allowed to develop the description of the panorama about the use of augmented reality, m-learning and gamification in elementary, middle and higher education.</p>

Mobile Learning: Detrimental or Beneficial?

Mobile Learning also known as mLearning, is a new generation of learning where content which users wants to learn is accessible and available on mobile devices like smart phone and tablets. With the evolution of “world in the pocket” learning becomes much easier and one can start learning on the go. This paper illustrates how mLearning could be a better new way to learn and to interact with the learning content provided and how mLearning is proving to be a better alternative to traditional learning. Learning through traditional methods is not helping students to learn and gain new knowledge wherever and whenever they want and also it’s not that effective. It is also researched that not all mLearning applications are helpful for the students or learners to learn whatever they want, only apps with interactive and user-friendly user interface were found helpful. That’s why mobile learning applications are made with user-friendly user interface. Some practical strategies and methods of implementation of mLearning approach despite of its limitations and challenges were recommended in this paper as well.

User experience improvement of japanese language mobile learning application through mental model and A/B testing

Advances in smartphone technology have led to the strong emergence of mobile learning (m-learning) on the market to support foreign language learning purposes, especially for the Japanese language. No matter what kind of m-learning application, their goal should help learners to learn the Japanese language independently. However, popular Japanese m-learning applications only accommodate on enhancing reading, vocabulary and writing ability so that user experience issues are still prevalent and may affect the learning outcome. In the context of user experience, usability is one of the essential factors in mobile application development to determine the level of the application’s user experience. In this paper, we advocate for a user experience improvement by using the mental model and A/B testing. The mental model is used to reflect the user’s inner thinking mode. A comparative approach was used to investigate the performance of 20 high-grade students with homogenous backgrounds and coursework. User experience level was measured based on the usability approach on pragmatic quality and hedonic quality like effectiveness (success rate of task completion), efficiency (task completion time) and satisfaction. The results then compared with an existing Japanese m-learning to gather the insight of improvement of our proposed method. Experimental results show that both m-learning versions proved can enhance learner performance in pragmatic attributes. Nevertheless, the study also reveals that an m-learning that employs the conversational mental model in the learning process is more valued by participants in hedonic qualities. Mean that the proposed m-learning which is developed with the mental model consideration and designed using A/B testing is able to provide conversational learning experience intuitively.

Investigating the factors driving adult learners' continuous intention to use M-learning application: a fuzzy-set analysis

PurposeIn the era of m-learning environments, multiple factors have been considered to explain adult learners' continuance usage intention, but largely without considering the role of specific configurations of variables and how they may affect learners' intention. The purpose of this study is to show how cognitive need, subjective norms, perceived usefulness, satisfaction, confirmation, attitude and perceived ease of use combine to predict learners' frequent use intentions.Design/methodology/approachIt is empirically validated through configurational analysis, using fuzzy-set qualitative comparative analysis (fsQCA) on 211 adult learners with experience in using Mobile learning applications (MLA).FindingsThe findings show learners' satisfaction of MLA usage combined with the cognitive need and attitude were found to be core conditions reinforcing learners' continuance intention.Research limitations/implicationsThis study was conducted in the context of adult learners MLA whereby the motivations for continued usage and the nature of technological innovation could differ. In this regard, findings from this study may not be generalizable to other technological contexts.Practical implicationsIn the planning and development of learning apps, software developers should pay attention to practical functions and extend key features that are frequently required for solving a problem using the new skill. On the marketing side, MLA companies should emphasize the full functionality of their apps to cater efficiently to the different needs and expectations of the learners.Originality/valueThis study contributes by extending existing knowledge on how cognitive need, satisfaction and attitude combine to increase or mitigate continuance intention to use toward the development of new configurational theories. This study fills the gap in the literature by introducing adult learners' continuance intention to use MLA and introducing through a methodological approach of fsQCA in adult learners' context.

Investigation of the role of individual’s gender in the design of graphical user interface for mobile learning device

Nowadays, the mobile phones are making life easier which can do almost anything. Although the concept of mobile learning is not new, there are still studies undergoing about improvement so that users can study using their mobile phones. This project was a study of Graphical User Interface of m-learning applications. The study aimed to investigate whether different genders have different User Interface preferences when came to learn on mobile phones. This project conducted surveys to understand the patterns of User Interface that the users preferred for mobile learning application. The responses had pointed in develop an application based on the survey results which was a unified User Interface design preferred by both males and females. After the application development have been completed, another survey was conducted to evaluate whether the preferred User Interface designs on the application was satisfying them or not. The reviews were mostly positive and thus, a concept or theory of User Interface customization was derived from this project.

Collaborative Mobile-Learning Architecture Based on Mobile Agents

The connection between collaborative learning and the new mobile technology has become tighter. Mobile learning enhances collaborative learning as learners can access information and learning materials from anywhere and at any time. However, supporting efficient mobile learning in education is a critical challenge. In addition, incorporating technological and educational components becomes a new, complex dimension. In this paper, an efficient collaborative mobile-learning architecture based on mobile agents is proposed to enhance learning activity and to allow teachers and students to collaborate in knowledge and information transfer. A mobile agent can control its own actions, is able to communicate with other agents, and adapts in accordance with previous experience. The proposed model consists of four components: the learner agent, the teacher agent, the device agent and the social agent. The social agent plays the main role in the collaborative tasks since it is responsible for evaluating the collaborative interactions among different learners. Additionally, it offers an evaluation indicator for the learners’ collaboration and supplies the teacher with learner’s collaboration reports. The proposed model is evaluated by introducing a collaborative mobile-learning case study applied to two full classes of undergraduate students. To conduct the model experiments, students were asked to complete a questionnaire after they used the proposed model. The questionnaire results statistically revealed that the proposed architecture is easy to use and access, well-organized, convenient, and facilitates the learning process. The students thought the proposed m-learning application should complement rather than replace the traditional lectures. Moreover, the experimental results show that the proposed collaborative mobile learning model enhances the learner’s skills in problem solving, increases the learner’s knowledge in comparison with individual learning, and social agent encourages learners for more participation in the learning tasks. Based on the experiments conducted, the authors found that the proposed model can improve the quality of the learning process by assessing learners’ and groups’ collaboration, and it can help teachers make learners improve how they work in groups. This also provides various ways of assessing learners abilities and skills in groups. It is also possible to integrate the collaborative e-learning with the proposed collaborative m-learning.

A Model for Medical Students' Behavioral Intention to Use Mobile Learning.

The use of mobile devices that have high technical capabilities has increased in the last years. These devices are appropriate instructional tools reflecting the trends in modern education by providing instant access to information that is used with mobile learning purposes. As is in many areas of education, m-learning has been becoming widespread in medical education. Therefore, medical students’ readiness for m-learning is highly important. This study aims to investigate how medical students’ beliefs influence their behavioral intention to use mobile devices for learning purposes. The 376 medical students (222 juniors, 154 sophomores; aged between 18 and 24 years; 214 males, 162 females) participated in this study. All participants had mobile devices. Data were collected through a survey. Structural equation modeling was used to analyze the findings. The proposed model, which is created based on the theory of planned behavior, was tested in the study. Based on the findings, the medical students’ perceived ease of use, perceived usefulness, learning autonomy, intention to use, perceived self-efficacy toward mobile devices, and m-learning are found to be high level. However, according to medical students, instructors’ readiness to apply m-learning has been found to be low level. The findings showed that the proposed model explains medical students’ behavioral intention to use m-learning reasonably well. The behavioral intention is explained with a variance of 76% in the model. Subjective norm is the main indicator of behavioral intention, followed by perceived behavioral control and attitude. The proposed model in the study could be useful to design m-learning applications, environments, and implementation plans effectively in medical education.

Expert Review on Games for Basic Graphic Course Via M-Learning

The application of mobile learning or m-learning had been applied priviously to the world including in the Western and Asian countries. In Malaysia, especially in the Faculty of Technical and Vocational Education (FPTV), the application of Information and Communication Technology (ICT) is an important aspect of teaching and learning (PnP). Therefore, a game-based Android m-learning application for the Basic graphics course has been developed. Accordingly, the gameplay and functionality of the game-based Android m-learning game for the Basic graphics course has been conducted. A set of questionnaire forms was used as an instrument was given to three experts in their respective fields to evaluate and give a view to the developed m-learning application. The results of this study can be used as an improvement to the application developed to ensure it is in good condition.

Modified Cascaded Inverter using ANFIS Controller with Reduced Number of Switches

In this paper, an Adaptive Neuro Fuzzy Inference System (ANFIS) is proposed to the multilevel inverter to eliminate the Total Harmonic Distortions (THD) with a modified cascaded inverter. This method prohibits the variations presents in the output voltage of the modified cascaded inverter. The work is directed to prove that the importance of ANFIS is integrated learning for alteration of learning content affording to learners desires. The concert of the ANFIS model was calculated by means of standard error quantities which shows the ideal setting needed for better certainty. The MATLAB Simulink performance point out that it is affordable and easy to implement the performance of the ANFIS process. The study of different modified cascaded inverter consisting of five-level, seven-level, and nine- level is carried out for evaluating the THD with ANFIS controller and without ANFIS controller is implemented. The learning outcomes are based on the study of various system settings; it demonstrates the usability of the m-learning application. However, it must be noted that the number of inputs increased being considered by the model increases the system response time of the system.

An Innovative Approach of Applying Knowledge Management in M-Learning Application Development

The development of mobile learning (m-learning) applications is not a new research topic. However, the development of m-learning applications from the perspective of knowledge management (KM) processes is a new research trend that has never been tackled in the existing literature. The main objective of this study is to develop an m-learning application that enables KM processes (acquisition, sharing, application, and protection) to evaluate the students' perceptions and acceptance towards its usage. A pilot study was conducted in two different universities in two developing countries, namely Universiti Malaysia Pahang (UMP) in Malaysia and Al Buraimi University College (BUC) in Oman. A questionnaire survey is used to collect data from 51 IT undergraduate students. The findings provided empirical evidence that the developed m-learning application has raised the students' acceptance towards the application and enhanced their intent to use such applications in the future.

Effectiveness of m-Learning Applications for Design and Technology Subject

<span>This study aims to evaluate the effectiveness of teaching aids using M-Learning application for Design and Technology Subjects. A total of 30 students Design and Technology subjects Form 1 of Kubang Kerian High School, Kelantan have answered the questionnaire. This questionnaire consists of five constructs namely Information design, Interaction design, showcase design and Training design (Sketch).This app was developed using ADDIE model. The overall findings of the research showed that the students were difficult to understand the topic of Pictorial Sketch was 2.45 at moderate level. After the study was conducted with the application of EZ Pictorial, the overall study findings rose at a high level of 4.64. This app enhances the level of understanding of the students and provides students with a fun learning situation.It is believed that this app will encourage student to learn difficult subject thus increase the performance of student achievement.</span>

Mobile Learning Usage of LIS Students in Mainland China

This study aims to explore the usage behaviors of smartphones for learning purposes by Library and Information Science (LIS) students of mainland China. A quantitative questionnaire was used for collecting the subjects' usage behavior, their perceptions on learning experience through using smartphones, and their needs of accessing library services using smartphones. The authors analyzed the results from two major universities in mainland China. This research discovered that LIS students in mainland China used smartphones for their daily-life matters more readily than for learning purposes. They were also interested in accessing library services with smartphones, but not many of them were already using these services. The undergraduate and postgraduate respondents had some differences in their usage preferences and behaviors. This paper suspected those library services are already available but the promotion has been inadequate. There are obviously opportunities for educators, librarians, and technology providers to get some insights to improve mobile learning (m-learning) in universities and for students to learn better with mobile technology and apps. This study provides insights into the users' needs and the application of m-learning in mainland China, where scant similar studies have been conducted before.

Prioritising mobile learning application requirements

Mobile technology has become an integral part of human life. Nowadays, people have started using mobile devices and communication network in educational, commerce, and health domain. Mobile learning (M-learning i.e., learning using portable devices) application development is affected due to changing technology and users' requirements. M-learning stakeholders face difficulty in reaching consensus on the available requirements implementation priority during design and development of M-learning application. Moreover, there is insufficient research to draw firm conclusion on suitable method for requirements prioritisation in M-learning application development. Therefore, this paper presents a requirements prioritisation scenario for M-learning application development. The requirements prioritisation scenario has four steps: identification of stakeholders, prioritisation of requirements by identified stakeholders, analysis of prioritised requirements, and assigning final priority to the requirements by analyst. The process is repeated iteratively. The requirements prioritisation scenario is implemented in a case study to understand the feasibility in the actual use.

Prioritising mobile learning application requirements

Mobile technology has become an integral part of human life. Nowadays, people have started using mobile devices and communication network in educational, commerce, and health domain. Mobile learning (M-learning i.e., learning using portable devices) application development is affected due to changing technology and users' requirements. M-learning stakeholders face difficulty in reaching consensus on the available requirements implementation priority during design and development of M-learning application. Moreover, there is insufficient research to draw firm conclusion on suitable method for requirements prioritisation in M-learning application development. Therefore, this paper presents a requirements prioritisation scenario for M-learning application development. The requirements prioritisation scenario has four steps: identification of stakeholders, prioritisation of requirements by identified stakeholders, analysis of prioritised requirements, and assigning final priority to the requirements by analyst. The process is repeated iteratively. The requirements prioritisation scenario is implemented in a case study to understand the feasibility in the actual use.

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.

Penerapan Metode User Centered Design Untuk Mengembangkan E-Learning Universitas Jember Berbasis Mobile

Aspects of usability or usability in the user's point of view when using and utilizing a product. The use of an inappropriate method in developing the design will increase the number of requests to improve the product after it is finished. Inappropriate method of selecting methods for design development Usually occurs in applications based on Graphical User Interface (GUI), e-commerce websites, cellular services, and also technology in the field of education called e-learning. E-learning is one technology that develops a distance learning system that provides a variety of solutions where the Internet is the medium. Supported by the development of technology supported by smartphones can also be used for the learning process. With the existence of smartphones, students will more easily access learning materials, and teachers will also be easier to share the material to be received. To support the effort to obtain the level of user satisfaction without leaving the specific purpose of making the application itself a user centered design (UCD) method can be applied. UCD is a method that helps users. With the application of this method users will be satisfied and comfortable when using with the system. Based on the concepts of the UCD method and the problems that occur in e-learning especially the University of Jember E-Learning application, it can be seen that the UCD method is suitable to be applied in the development of mobile-based Universitas Jember e-learning applications with the aim of making it easier students and lecturers in the learning process at the University of Jember. This research was conducted in 3 stages, namely data collection, analysis, and system development. The data collection phase consists of literature studies, and questionnaires. The analysis phase is done by processing the data from the questionnaire and conducting usability testing. The development phase is done by building a mobile-based e-learning application. The results of this study are the University of Jember M-Learning application.

Digital M-Learning Application for Children with Down Syndrome in Strengthening the Learning Skill

Digital M-Learning Application for Children with Down Syndrome in Strengthening the Learning Skill

Information Quality Characteristics for M-Learning Applications

This research study investigates the potential to apply a quality analysis process for mobile learning (M-learning) software applications in accordance to a defined set of information quality characteristics in attempt to increase the level of quality in the mobile learning systems. This empirical study is conducted on widely accepted and used M-learning application form both close source and open source systems comprising a known reasonable amount of MLOC, medium-scale. Four M-learning applications were selected for conducting this study including Moodle, Blackboard, Edmodo and Schoology. The systems are statically analyzed and examined to determine if it meets the proposed quality characteristics or not. For each system the features and techniques used with respect to the defined characteristics are determined and tabulated. This study focuses mainly on particular information quality characteristics include maintainability, reusability, testability, and security. The data shows that the approach is applicable and effective but needs further formalization and improvement to be effectively implemented. New ideas are additionally proposed for future work to include other dimensions of the M-learning application quality characteristics such as availability, reliability, performance, usability, and functionality. This empirical study is part of funded research project investigating the development, adoption and dissemination of M-learning in Oman.

M-Learning: Atomic Orbitals of Elements in Periodic Table using SPATO

Recently, student’s enrolment in science and health studies has shown a downward trend. This may jeopardise the successful implementation of government’s agenda in alleviating Malaysia’s performance in the world stage. In this report, the focus is on a mobile application named SPATO, a teaching aid in the learning of atomic orbitals of elements in the Periodic Table. SPATO is developed with the aim to spur the interest of students in studying the science-related subjects in the guise as a mobile-learning tool. The Waterfall Model was used to fulfill the aims in the development of this mobile application. Students and education’s staffs were involved in the testing of this mobile-learning tool. From the results, SPATO had shown to be well accepted by the users. Users found that it is easy to use, even though initially they might not familiar with the m-learning application. These results indicated that SPATO can provide an alternative and another approach for user in understanding the chemical elements.

Integrated design model for mobile learning pedagogy and application

Mobile Learning (M-Learning) has added a new dimension to the traditional system of education. The importance of M-Learning has been acknowledged by industrialized countries and therefore these countries have implemented it in the educational institutions. The Software developer, Software analyst, and Software test engineer face challenges in requirements elicitation, design, development, testing, and deployment of M-Learning application. It’s because the Software engineering domain of M-Learning has not yet attended maturity. The design and development of M-Learning application is still a challenge. This study explores and analyses existing approaches in the design phase of M-Learning application development, reports the limitations, and propose a new solution. M-Learning has two basic components: pedagogy and software application (application). M-Learning pedagogy describes learning content in terms of instructional and learning design while software application provides platform for accessibility of learning content. The integration of these two components while designing, development, and testing play crucial role in the successful implementation of M-Learning. However, review of the existing literature has revealed lack of integrated approach for designing M-Learning pedagogy and application. There are researchers who have proposed design approaches for M-Learning pedagogy and application however separately. The significance of these approaches cannot be ignored but M-Learning application design and development suffers from compatibility issues, lack of design and testing mechanisms, identified stakeholders and their roles, lack of defined step and procedures. Therefore, this article presents an integrated design model for M-Learning pedagogy and application. The proposed model consists of pedagogy, application, and testing as important components. The application design is concerned with architectural level, high level, and detailed design. The pedagogical design is related to instruction and learning content. The test case design is concerned with formulation of conditions for testing the pedagogy and application. The proposed integrated design model has been compared with the existing approaches and ISO/IEC 12207:2008 and ISO/IEC 19796-1 standards. Also, the model has been reviewed by IT experts. The outcome is positive in both the cases.