M-learning Platforms Research Articles

Learning Management System in Education via Mobile App: Trends and Patterns in Mobile Learning

The mobile revolution has influenced students’ preferences for various educational platforms in the new digital era, especially regarding young learners’ utilization of mobile devices such as smartphones, iPads, and other gadgets for mobile learning (m-learning). Because of this, universities that implement learning management systems (LMS) through standard web-based platforms should explore the potential for integrating mobile devices and technologies into m-learning platforms. Through the utilization of this technology, LMS can facilitate continuous user interaction and enhance user awareness of any revisions made to the material. To reach the majority of LMS users, mobile applications must be developed for all major mobile platforms. By utilizing the Web View API, this research combined native mobile and web technologies to develop the mobile application. This strategy was adopted in anticipation of the requirement to create and maintain the application across multiple mobile platforms. It was anticipated that this approach would reduce the time needed for creation, maintain a consistent interface, and enable the use of platform-specific features. It also makes sense to provide mobile device access to some of the LMS virtual classroom’s functions. The K-means algorithm is used for analyzing course material and learning. Nevertheless, achieving this goal might not be an easy process. To enable this form of connection between the LMS and the m-learning applications, this chapter assesses the challenges involved in achieving that goal and presents various common interchange designs and related research and development efforts.

Analysis of the Impact of Personalized Learning Paths in Mobile Learning Platforms on the Development of Self-Directed Learning Strategies Among Brazilian College Students

This paper investigates the impact of personalized mobile learning (m-learning) platforms on the development of self-directed learning (SDL) strategies among Brazilian college students. Employing a mixed-methods research design, the study combines quantitative surveys with qualitative interviews to explore how personalized learning paths influence SDL skills such as goal-setting, time management, and reflective practice. The quantitative analysis reveals a significant positive correlation between the degree of personalization in m-learning experiences and enhancements in SDL competencies. Qualitative insights further elucidate students’ perceptions of personalized m-learning, highlighting increased motivation, engagement, and a sense of ownership over their learning processes. The research also delves into the challenges and opportunities presented by the Brazilian educational context, including infrastructural limitations and the digital divide. The findings underscore the potential of personalized m-learning platforms to foster learner autonomy and suggest implications for educators, policymakers, and educational technology developers. The study calls for further research on the longitudinal effects of personalized learning and the socio-economic factors affecting m-learning adoption and effectiveness.

Exploring The Intention of Using Mobile Learning in Flipped Classroom Approach for Arts and Design Students

The flipped classroom is a pedagogical approach that encourages active learning experience activities in the classroom. The students will receive information and materials before class learning using mobile technology both inside and outside of the classroom to allow for more dynamic, interactive, and advanced learning activities that involve the application of knowledge with higher-order thinking. Studies have shown, students who use the Mobile learning or M-learning platform in a flipped learning method can provide an interactive, engaging, and cost-effective way for graduates to broaden their employability skills. Although research on mobile learning in the flipped classroom approach has been extensive, research on M-learning has been limited. The study's objective is to examine the effectiveness of mobile learning adoption in relation to students' perceptions and responses under the UTAUT2 (unified theory of acceptance and use of technology) model in the undergraduate arts and design students and to review the pilot study model in development for larger-scale future research. Through a quantitative research approach, the pilot study used questionnaires to gather data from 50 undergraduate arts and design in multimedia design programme students of first-year from a local higher education institution. The findings showed that every composite reliability value in this study exceeded the 0.70 threshold value, indicating strong indicator reliability of the factors. Moreover, flipped classrooms increase student involvement, learning motivation, achievements and both at the same time improving educators' knowledge of how to use the flipped learning model in ways that are most advantageous for their own students.

Case Study of China’s Compulsory Education System: AI Apps and Extracurricular Dance Learning

The article examines the impact of AI tools in extracurricular online dance classes on student learning outcomes. The approach to interactive dance learning within Choreography (which is the mandatory discipline) using innovative M-learning platforms and apps such as Moodle and STEEZY has been introduced. An educational experiment was conducted among 40 students of the Institute of Music and Choreography at Ningxia Pedagogical University. The dance accomplishments in the control and experimental groups were assessed using the Choreographic Creativity Rating Scale in three areas: physical skills, presentation, and creativity. The mean levels of dancers’ choreographic skills, as assessed by experts and audience at the end of the educational experiment, were determined. Students’ projects were presented in such directions as: Hip-hop, Open Style, K-pop, House, Breaking, Popping, Whacking, Krump, Jazz Funk. The assessment of 4 levels of dance choreography (level 1—below expectations, level 2—meets some expectations, level 3—fully meets expectations, and level 4—exceeds expectations) in the areas of physical skills, presentation, and creativity of dancers’ skills made it possible to compare learning outcomes in the control group and the experimental group. The expert assessment of students’ achievements suggested that additional online extracurricular activities contribute to better dance skills, effective development of dancers’ physical (+1.6), presentation (+1.16) and creative (+1.01) skills. This article is intended for dance instructors developing effective courses using relevant digital tools.

Teacher Readiness in Using Google Classroom Application in Mathematics Subjects

This study aimed to look at the readiness of teachers in the use of Google Classroom application in mathematics subjects. The use of the Google Classroom application which is an M-learning platform in teaching and learning was implemented intensively after our government introduced the Social Distancing Policy. The methodology of this study is quantitative and questionnaires are distributed to respondents in the form of Google Forms. A total of 99 primary and secondary school teachers were selected as study respondents. Study data were analyzed using SPSS (Statistical Package for Social Science) version 26. Statistical analysis used was descriptive statistics involving frequency, mean score and percentage, while inferential statistics involved t-test at a significance level of p <0.05. The results showed that gender factors did not affect the level of readiness of teachers from all aspects studied, namely knowledge, skills and attitudes. Overall, the aspect of teachers 'knowledge and skills towards the use of Google Classroom application is high, while from the aspect of teachers' attitude towards the use of Google Classroom application is moderate

A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

Following the COVID-19 outbreak, teaching and learning have been forced to move fully to the Internet rather than the conventional offline medium. As a result, the use of M-learning has risen dramatically, which was neither expected or anticipated. The challenges and benefits of such widespread usage are beginning to emerge in front of us. Thus, in this paper, we systematically review the benefits and challenges of leveraging M-learning for Science and Technology courses during the COVID-19 pandemic by educators and learners. Related articles were obtained from various databases, namely, IEEE, ACM Digital Library, ScienceDirect, and Springer. In total, 4210 related articles were initially found. Upon executing careful selection criteria, 22 articles were selected for review. After that, the advantages and threats were identified and discussed. As per our findings, it was determined that M-learning has excellent potential to be an effective platform for education provided that the identified shortcomings are resolved. This review will be helpful for education stakeholders and institutions to gauge the impact of leveraging M-learning as the only means for education to proceed. Moreover, it reveals the strengths and shortcomings that would aid in adjusting the relevant policies administered by the institutions. Furthermore, application developers will be able to comprehend the expected features that should be included in novel M-learning platforms.

Secure Data Exchange in M-Learning Platform using Adaptive Tunicate Slime-Mold-Based Hybrid Optimal Elliptic Curve Cryptography

The utilization of mobile learning continues to rise and has attracted many organizations, university environments and institutions of higher education all over the world. The cloud storage system consists of several defense issues since data security and privacy have become known as the foremost apprehension for the users. Uploading and storing specific data in the cloud is familiar and widespread, but securing the data is a complicated task. This paper proposes a cloud-based mobile learning system using a hybrid optimal elliptic curve cryptography (HOECC) algorithm comprising public and private keys for data encryption. The proposed approach utilizes an adaptive tunicate slime-mold (ATS) algorithm to generate optimal key value. Thus, the data uploaded in the cloud system are secured with high authentication, data integrity and confidentiality. The study investigation employed a survey consisting of 50 students and the questionnaire was sent to all fifty students. In addition to this, for obtaining secure data transmission in the cloud, various performance measures, namely the encryption time, decryption time and uploading/downloading time were evaluated. The results reveal that the time of both encryption and decryption is less in ATF approach when compared with other techniques.

USING REFLECTIVE PRACTICES TO EXPLORE POSTGRADUATE STUDENTS SELF-DIRECTED LEARNING READINESS IN MOBILE LEARNING PLATFORM AND TASK-CENTERED ACTIVITY

The purpose of this study is to explore postgraduate students’ self-directed learning (SDL) readiness using Mobile learning (M-learning) in Massive Open Online Courses (MOOCs) as a platform and task-centred activity. Reflective practice is used to measure students SDL readiness. This study is qualitative in nature. The research employed thematic analysis method, which involved systematic coding processes, entailing coding, finding categories and themes. Hence, 34 postgraduate students from a public university were selected via a purposive sampling method. They were initially introduced to M-learning course content in FutureLearn (MOOCs) platform, followed by reflective practices. Pre-reflective practices happened before students were enlisted into the M-learning process, During-reflective process in FutureLearn platform and Post-reflective upon completion of the task-centered activity. The findings revealed that most of these students were not sure of their own readiness to take on SDL in the M-learning platform during the pre-reflective stage. However, most of them were able to monitor their own readiness at the During-reflective process. Subsequently, they made progress in adopting and self-evaluating their own performance by completing the task-centered activity successfully. Therefore, the contribution of this study is on constructing reflective practices based on three different stages. Hence, the reflective approach practice has given students insight on their own learning capabilities and readiness for SDL in the mobile platform.

Dimensionality Reduction of Social Media Application Attributes for Ubiquitous Learning Using Principal Component Analysis

Ubiquitous learning is anywhere and anytime learning using e-learning and m-learning platforms. Learning takes place regularly on mobile devices. School-based instructors and learners have capitalised on ubiquitous learning platforms in unprecedented times such as COVID-19. There has been a proliferation of social media applications for ubiquitous learning. There are a vast number of attributes of the social media applications that must be considered for it to be deemed suitable for education. Further to this, mobile and desktop accessibility criteria must be considered. The aim of this research study was to determine the high impacting and most pertinent criteria to evaluate social media applications for school-based ubiquitous learning. Data was collected from 30 experts in the field of teaching and learning who were asked to evaluate 60 criteria. Principal Component Analysis (PCA) was the method employed for the dimensionality reduction. PCA was implemented using singular value decomposition (SVD) on R-Studio. The results showed loading values from principal component one for the top 40 educational requirements and technology criteria of the 60 criteria used in the study. The implications of this research study will guide researchers in the field of Educational Data Mining (EDM) and practitioners on the most important dimensions to consider when evaluating social media applications for ubiquitous learning.

AI-Based Culture Independent Pervasive M-Learning Prototype Using UI Plasticity Design

This paper explains the development of a culturally inclusive ubiquitous M-Learning platform (“Mobile Academy”) with an AI-based adaptive user interface. The rationale and need for this research and development are justif... | Find, read and cite all the research you need on Tech Science Press

Reflective Practices To Explore Postgraduate Students Learning Experience In Mobile Learning Platform

Mobile Learning (M-learning) has great potential to be an effective learning tool in creating meaningful learning experiences. The purpose of this study is to explore postgraduate students M-learning experiences in Massive Open Online Courses (MOOCs) platform. Reflective practice is used to measure the students M-learning experience based on mobile-based task-centered activity. This study is qualitative in nature employed thematic analysis method. Therefore, 34 postgraduate students from a public university in Malaysia were selected for this purposive sampling. The postgraduate students were initially introduced to M-learning course content in FutureLearn platform followed by reflective practices. Pre-reflective practice happened before students are enlisted into the M-learning process, During-reflective process in FutureLearn platform and Post-reflective upon completion of task-centered activity. The findings revealed that majority of these students were unsure of M-learning platform during the pre-reflective stage. This is due to lack of prior knowledge and experience in M-learning platform using mobile devices as real time hindered the students from exploring. However, most of them progress to gained positive M-learning experiences as their able to monitoring and self-evaluate their own learning development throughout this learning process and completed the task-centered activity successfully. Therefore, the reflective approach practice has given students insight on their meaningful learning experience and their own learning capabilities.

Persuasive Technologies in m-Learning for Training Professionals: How to Keep Learners Engaged With Adaptive Triggering

Global corporations are characterized by a large number of employees and geographically dispersed offices. Moreover, the competitiveness in the global market requires them to invest in their human resources to be able to remain a step ahead of competition. Implementing large scale classical education in such environments is challenging and costly. Mobile e-learning (m-learning) allows users to tailor their professional training and education to their needs and time constraints. However, in self-paced education, it is very hard to keep user retention and engagement. To achieve the latter, we have designed and developed an m-learning platform for corporate environments based on the triggering persuasive technology principle that try to incite users in regularly using the platform. We have evaluated the application in-the-wild in corporate environments of differently sized companies with 300 users. Users were subjected to three different conditions: no triggering, simple regular triggering, and adaptive triggering. The results show that the use of adaptive triggering in m-learning increases user engagement as well as course completion rates more than simple regular triggering and no triggering.

Discovering Lecturers’ Perspectives of the Use of ‘English for Academic Survival Mobile Learning Module’ (Tutor Me) Among Tertiary Students

Due to the advancement of mobile technologies, over the past few years, the perceptions relating to mobile learning (mLearning) have been evolving. The purpose of this study was to examine the lecturers’ perspectives on the use of ‘Tutor Me’ by the lecturers of English for Academic Survival (UHB 10302) course during tutorial sessions and independent study hours among tertiary students of Universiti Tun Hussein Onn Malaysia (UTHM). Two lecturers who had used the platform were interviewed by the developer of ‘Tutor Me’. The results indicated that the lecturers were positive on the use of ‘Tutor Me’ as one of the mLearning platform to be used to the students of UHB 10302 course.

Mobile Augmented Reality Learning: Design Exploration Toward Student Learning Trends

The advancement of educational technologies and students learning trends have forced the educationist to adapt a new innovative learning method in disseminating learning content. This approach inspired the research to explore the Mobile Learning (mLearning) platform designed specifically for architectural history education via Augmented Reality (AR) app. Throughout the research, the researchers highlight the mLearning platform’s theory, potential, requirements as well as challenges in responding to students learning trends. The research objectives are; First, to investigate the students learning trends in utilizing educational technology infrastructures available at the higher education institution. Second, to explore the development of Mobile Augmented Reality Learning Platform toward learning experiences. The qualitative approach is applied which involved exploratory literature reviews, expert interviews and document analysis for formative evaluation. The reflection promises a new way of students learning experience by enhancing the traditional learning method via Mobile Augmented Reality Learning Platform.

Multi-Criteria Analysis and Advanced Comparative Study between M-learning Development Approaches

<p class="0abstract"><span lang="EN-US">With the great advances in the world of mobile learning, development approaches are a very important challenge in designing an M-learning platform for instructors. The development can quickly become a handicap to the integration of certain functionalities and features if the approach is not very well thought and adapted to the pedagogical model designed for the platform. The purpose of this article is to clarify certain comparative aspects between the various methods of development of mobile learning platforms, their ordering and processing and the advantages and disadvantages of each approach. The authors present a multi-criteria analysis which can help instructors in decision-making by assisting their choice of the mobile development approach according to the most important criteria. This paper constitutes an overview of the m-learning platforms from design implementation point of view and will help researchers implement the pedagogical design model described in previous work.</span></p>

Research on Teacher-Student Interaction in M-learning

This paper attempts to thoroughly explore the teacher-student interaction in the context of m-learning. To this end, the service capacity parameters and influencing factors of m-learning platform were introduced, and a game income matrix of the teacher-student interaction was created to yield the Nash equilibrium solution. It is found that the service capacity of m-learning platform is negatively correlated with the probability of teacher supervision, the supervision cost is negatively correlated with the probability of students’ active cooperation, and the penalty amount imposed on the teacher is positively correlated with the probability of students’ active cooperation. The research findings fill up the research gap on the teacher-student interaction in m-learning.

Towards Higher Educational m-Learning Platform for Conceptual STEAM Environment

Nowadays, the progress of information and communications technology and information of society has made wire/wireless-based communications become a popular approach, being a widely used methodology for delivering various educational programs and organizational business situations, such as continuous education, online academic lecture, distant private trainings in companies, and other similar cases. Graduate students and company employees are continuously in need to learn more advanced knowledge, but oftentimes have limited opportunities due to time, location, and cost limitations involved in traditional learning. Distance education by means of a Mobile Learning Environment (MLE) is strongly requested to solve these problems. Such systems could help in organizing a meeting comfortably via the network environment. This highly technological innovation is used to link multiple users to join from any place to meet in a virtual environment. It also brings change in education-based communication by reducing the operational administrative costs and can make educational content competition stronger. Occasionally, the social communication demand for internationalized educational program is continuously increasing. Hence, the role of universities is to change the direction of the learning environment from the traditional classroom into wire/wireless-based communications for learning. Accordingly, these higher educational institutions are expected to spearhead that change direction with distant learning, or distant lecture technologies. In this paper, we present the policy and target of higher educational models using STEAM.

Multimedia augmented m-learning: Issues, trends and open challenges

The advancement in mobile technology and the introduction of cloud computing systems enable the use of educational materials on mobile devices for a location- and time-agnostic learning process. These educational materials are delivered in the form of data and compute-intensive multimedia-enabled learning objects. Given these constraints, the desired objective of mobile learning (m-learning) may not be achieved. Accordingly, a number of m-learning systems are being developed by the industry and academia to transform society into a pervasive educational institute. However, no guideline on the technical issues concerning the m-learning environment is available. In this study, we present a taxonomy of such technical issues that can impede the life cycle of multimedia-enabled m-learning applications. The taxonomy is devised based on the issues related to mobile device heterogeneity, network performance, content heterogeneity, content delivery, and user expectation. These issues are discussed, along with their causes and measures, to achieve solutions. Furthermore, we identify several trending areas through which the adaptability and acceptability of multimedia-enabled m-learning platforms can be increased. Finally, we discuss open challenges, such as low complexity encoding, data dependency, measurement and modeling, interoperability, and security as future research directions.

The Research of M-Learning Platform Based on 4G Network

By analyzing mobile learning application mode of 4G network, combining with the technical characteristics of 4G network , a mobile learning system based on 4G was proposed. We described the architecture of system and found a solution to the flexibility question of multimedia service development in mobile learning.

Designing Ensemble Based Security Framework for M-Learning System

Mobile Learning has a potential to improve efficiency in the education sector and expand educational opportunities to underserved remote area in higher learning institutions. However there are multi challenges in different altitude faced when introducing and implementing m-learning. Despite the evolution of technology changes in education, unfocused issues are security management even though statistically proven; threats are increasing each day on mobile application and ensemble devices. In order to provide a secure guideline for m-learning platform, an ensemble based security framework for mobile learning is proposed and improved. One of the major benefits in the framework is it integrates the security with dependability to provide trustworthiness in learner and providers perspective.