Educational Mobile Application Research Articles

Exploring the intersection of Islam and digital technology: A bibliometric analysis

This study aims to identify key developments and trends in digital Islamic studies, including influential authors and their contributions, patterns of collaboration, and the evolution of themes in the literature of the 1060 Scopus database from to 1969–2024. This study also examines the representation of women and the main theoretical frameworks in the field. Biblioshiny, R-Studio, VOSViewer, and N-Vivo were used for bibliometric and sentiment analyses. This study found that academic attention to Islam and digital technologies has increased since the early 2000s with a shift towards online platforms for religious expression and community building. The study also examines the role of key authors, such as Norah Abokhodair, Sarah Vieweg, Marcia C. Inhorn, Eva F. Nisa, Giulia Evolvi, Morgan Clarke, Patrick Eisenlohr and Emma Baulch. The analysis of trends in the digital Islamic literature shows an increasing integration of digital technologies in Islamic practice from 2008 to 2021, with a focus on social media and mobile applications for religious education and engagement. Since 2021, Instagram has become an important space for the expression and discussion of Islamic identity. The research examines digital Islam as a major area of digital religion, exploring the role of the 'digital Muslim' in the 'digital Ummah.' This study reveals how digital Islam blends conventional and modern techniques, employs a cross-disciplinary theoretical approach, and significantly includes women. These findings demonstrate that women are more visible in highly cited studies.

Assessment of Behavioral Intention to Adopt Educational Mobile Application in Advanced Mathematics for Engineering Education

Technology has long played a crucial role in society, including its application in education. The learning experiences of students in higher education have been significantly transformed. This study explores the adoption and acceptance of the Advanced Math mobile application among students, focusing on four key variables: social influence, performance expectancy, effort expectancy, and facilitating conditions. The study involved 253 participants who downloaded and used the Advanced Math mobile application as a supplemental study tool. The findings indicate that social influence significantly impacts students' decisions to use the application. The performance of the mobile application enhances students' productivity by providing easy access to lecture information, thereby supporting their learning process and motivating them to use the application. Facilitating conditions enable students to work independently at their preferred pace and access the application anytime and anywhere. The behavioral intention to use the mobile application is associated with positive feelings, leading students to use it as an additional resource for learning Advanced Math. Mobile applications have the potential to revolutionize educational settings by enhancing engagement, accessibility, and personalized learning. However, their effective use in the classroom necessitates robust pedagogical frameworks that align with learning objectives and provide continuous support for educators. Future research should continue to explore the challenges and opportunities of integrating mobile applications into the classroom to support both teachers and students in an increasingly digital society.

TOPSIS method applied to the choice of the ideal object detection algorithm for an educational mobile application

TOPSIS method applied to the choice of the ideal object detection algorithm for an educational mobile application

THE DEVELOPMENT OF A MOBILE APPLICATION ISMIND FOR FORMATIVE STUDENTS’ ASSESSMENT

Nowadays, mobile learning utilizing mobile applications has become widely adopted due to its flexibility and the numerous benefits it offers. However, the availability of mobile apps in education especially for assessment is limited and still an emerging topic despite the affirmation of its positive impact on students’ learning outcomes and motivation. The complexity of the mobile application development process, which includes requirement elicitation, modeling, designing, developing, testing, and evaluating, could be a contributing factor to this issue. This study aimed to propose a guideline for designing and developing an educational mobile application through the development of an application named IsMind that focuses on formative assessment. Evolutionary Prototyping, a methodology under the agile approach of Software Development Life Cycle (SDLC) was deployed to meet the educational application requirement by integrating content, pedagogy, and technology aspects to provide better teaching and learning material. The activities within each phase of evolutionary prototyping including the models, tools, techniques, and deliverables were discussed extensively. The analysis and design phase were done using an object-oriented approach with appropriate models (diagrams) to present the functional requirement of the mobile application. Various CASE tools which accelerated the development process in various stages of software development were explained.UMLet software was employed to create a use case diagram, activity diagram, and sequence diagram. The user interface design, which followed The Eight Golden Rules of Interface, was developed utilizing Marvel software. Adobe Photoshop CS6, Adobe Illustrator CS6, Unity 3D, and Microsoft Visual Studio Code (C#) were utilized in the development process. The mobile application provides a variety of question types, such as Drag And Drop, Multiple Choice, Numbering, True And False, Matching, and Puzzle. The evaluation of IsMind indicated its appropriateness as an interactive teaching and learning media for assessment. The proposed steps for constructing this assessment educational mobile app. The proposed methodology consists of the details of phases, various activities within each phase, techniques, models, and tools for each activity as well as deliverables of each phase offer a helpful guideline for anyone interested in developing a similar application.

Optimizing User Experience: Designing an Engaging Educational Mobile Application for English Vocabulary Knowledge and, Student Engagement in Higher Education

Optimizing User Experience: Designing an Engaging Educational Mobile Application for English Vocabulary Knowledge and, Student Engagement in Higher Education

Pilot testing “Teach Ted”: A digital application for children undergoing blood tests and their parents

ObjectiveIn this pilot study, we evaluated the acceptability and preliminary evidence of the impact of a new educational mobile application, “Teach Ted”, for children undergoing blood tests. MethodsParents of children (4–10 years) completed questionnaires on anxiety and pain before their child had a blood test, and after using Teach Ted and receiving their blood test. Health professionals at each patient's blood test (e.g. technician/nurse) completed questionnaires on patient outcomes and procedure-related outcomes (e.g. time taken). ResultsNine parents and eight health professionals participated. All but one parent (n = 8/9) reported Teach Ted was useful. Seventy-eight percent (n = 7/9) reported they would use Teach Ted again. All health professionals who completed the acceptability measure (n = 3/3) strongly agreed that Teach Ted was relevant/helpful. Many parents perceived Teach Ted helped reduce their/child's anxiety (n = 3/5, 60% and n = 4/6, 67% respectively), although child's pain and child's/parent's anxiety remained similar before and after using Teach Ted (all p > 0.05). The average blood test duration was 7.6 min (range ≤1 to 22), which health professionals (n = 3/3) reported was not elongated by offering Teach Ted. ConclusionsParticipants reported that Teach Ted was acceptable. Further evaluation of Teach Ted's impact on patient's outcomes are needed. InnovationTeach Ted is an innovative mobile application with potential to educate young children about their upcoming procedure and mitigate negative outcomes.

Use of Mobile Applications in Establishing Inclusive Education in Pedagogy

Objective: The article explores the use of mobile applications in establishing inclusive education in pedagogy. The objective of this article is to explore the use of mobile applications in establishing inclusive education in pedagogy. The study aims to understand the impact of mobile applications on the learning experiences of students with diverse learning needs and abilities.
 
 Method: The method employed in this study includes a comprehensive literature review, analysis of existing mobile applications, and a pilot study conducted in a diverse classroom setting. The study also incorporates interviews and surveys with teachers and students to gather insights on the effectiveness of mobile applications in inclusive education.
 
 Result: The results of the article indicate that mobile applications have the potential to enhance inclusive education by providing personalized learning experiences, adaptive learning resources, and interactive platforms for students with diverse needs. Teachers also reported a positive impact on student engagement, motivation, and academic achievement.
 
 Conclusion: Conclusion includes the findings suggest that the use of mobile applications can play a significant role in establishing inclusive education in pedagogy. However, it is essential to consider accessibility, usability, and equity in the development and implementation of mobile applications for inclusive education. Further research and collaboration among educators, technologists, and stakeholders are necessary to maximize the potential of mobile applications in promoting inclusive education.

Education via a mobile application improves health literacy after orthopaedic trauma.

Health literacy is often poor among trauma patients. We introduced an educational mobile application to newly injured patients. We hypothesized that patients who utilized the app would be more informed about their injury and treatment recommendations, and that app users would demonstrate greater adherence to treatment recommendations. Prospective, cohort study. Level 1 trauma centerPatients/participants: Adult patients with acute orthopaedic injury. App with educational information about injuries, treatment, and recovery. bit.ly/traumaapp. Survey regarding knowledge about injury and treatment, and adherence to recommendations. 339 patients were enrolled: 187 received information about the app; 105 of them used the app. Another 234 patients had no prior knowledge about the app. App users were more often female (56.2% vs. 37.6%, p=0.002). App users were more likely to have completed college (34.3% vs. 13.7%, p<0.0001). Better health literacy was noted among app users in all measurements, including knowledge of: fracture location (69% vs. 39%, p<0.0001), treatment (100% vs. 93%, p=0.002), weightbearing status (96% vs. 88%, p=0.001), estimated healing time (63% vs. 26%, p<0.0001), and DVT prophylaxis (93% vs. 81%, p=0.003). Patients who used the app were more likely to have accurate knowledge in all assessed categories, with over 99% reporting adherence to weightbearing recommendations. It is probable that this level of knowledge and engagement will enhance various outcomes after injury. Prognostic Level II. See Instructions for Authors for a complete description of levels of evidence.

Development of BlockScholar as an Educational Mobile Application on Blockchain Technology

In the ever-evolving landscape of technology, blockchain emerges as a transformative force, reshaping digital transactions and decentralized systems. This revolutionary technology, initially synonymous with cryptocurrency, has transcended its roots, becoming a pivotal element in industries spanning finance, supply chain management, healthcare, and more. However, understanding blockchain's intricacies can be daunting, especially for newcomers. This project addresses the need for an accessible and engaging platform to introduce individuals to blockchain technology. Traditional educational resources like textbooks have lost their appeal in today's digital era, leaving learners seeking interactive and mobile-friendly alternatives. While online educational platforms like Udemy and Coursera offer diverse courses, they often lack the immediacy and interactivity that modern learners crave. In the mobile landscape, a noticeable gap exists in educational apps dedicated to blockchain technology. Existing options tend to focus on cryptocurrency, falling short in delivering immersive learning experiences. This project aims to bridge this gap by developing an educational mobile app centered on blockchain technology. The app's primary objective is to offer an interactive and engaging environment for users to explore blockchain's fundamentals, applications, and advantages in a user-friendly manner. By harnessing the ubiquity and convenience of mobile devices, our project seeks to empower learners to delve into the world of blockchain technology. In doing so, we aspire to foster a more informed and tech-savvy community, equipped to comprehend the far-reaching implications of blockchain on various industries. In summary, this project endeavors to unlock the potential of blockchain technology to revolutionize education by creating a mobile app that facilitates the exploration of this transformative field. Through interactive learning experiences and accessible content, we aim to empower individuals to grasp the significance of blockchain and contribute to a more knowledgeable and technologically adept society.

A unified educational mobile application to aid in teaching solid mechanics using interactive Mohr's circle

The interpretation and visualization of engineering problems are complex. Therefore, engineers have always developed graphic procedures to solve these problems, one technique being Mohr's circle. The study of geometric properties of the cross-sections, plane stress, and plane strain are some applications of such techniques in Solid Mechanics. In practically all literature adopted in undergraduate courses on these topics, the efforts of authors to teach with the greatest clarity are remarkable, using all possible resources in books, with very well-designed graphics. However, concerning Mohr's circle, the mental visualization of some movement is needed, be it the rotation of points on the circle, the rotation of the cross-section, the axes, or the differential element. This need makes such topics ideal to be taught through interactive animations, impossible in books. Computer programs about these subjects do exist, however, with reduced user interactivity. Thus, this work presents a new unified mobile application with several useful interactivity features for teaching plane stress, plane strain, and moment of inertia in engineering courses, using Mohr's circle. The application is developed in Java programming language, using Android Studio software. The graphical environment was developed with the aim of being a didactic and intuitive way to study and learn about cross-section properties, plane stress, and plane strain. The results provided by the application are compared with examples from the literature, presenting accurate responses, with easy visualization and interpretation. The usage of the program makes studying the initial concepts of solid mechanics and Mohr's circle enjoyable for engineering students.

Towards culturally sustaining design: Centering community’s voices for learning through Participatory Design

Embedding cultural ways of knowing and being of non-dominant communities into learning tools and environments often falls short of authentically representing the people they are meant to serve. Designers have used principles and methods of Participatory Design (PD) to work alongside minoritized communities due to its roots in democratic participation. However, following PD methods may fall short when infusing the community’s culture and values in the design in a way that is responsive to the community’s preferences, intentions and aspirations. In the field of education, researchers and practitioners have designed teaching and learning tools and environments by leveraging the cultural wealth and ways of knowing of minoritized learners through an asset-based perspective, as exemplified by Culturally Sustaining Pedagogy (CSP). In this paper we present a case study for the development of a mobile application to extend physical playful learning spaces, designed with local low-income Latine families to foster fun family learning. We highlight how our design practices helped us center youth voices and community ways of knowing and being, particularly in the stages of ideation, concept, testing, and prototyping. Our case study reflects how we foregrounded cultural values and practices into our educational mobile application. Through these practices, we present concrete examples and initial building blocks for future work towards building a Culturally Sustaining Design Framework.

Awareness and Use of Innovative Educational Mobile Applications among Students of Rivers State University

Engaging students online has proven to yield positive outcomes in their performance mainly because learners do not have to worry about getting to a physical classroom to participate in the class activity. This study seeks to find out students’ awareness and use of innovative educational mobile applications that can help improve their productivity academically in Rivers State University. The study adopted a descriptive survey and interview methods. Three research questions guided the study. 260 students represented the sample of this study. The instrument that was used for data collection was a questionnaire with 41 items titled “Students’ Awareness and Use of Innovative Educational Mobile Applications”. The instrument comprises a 4-point Likert type rating scale which ranged from one (lowest response) to four (highest response). Data gathered was analyzed using mean and thematic interpretation. The results showed that students in Rivers State University have a low awareness and usage level when it comes to mobile applications that can improve academic performance and students use social /entertainment mobile applications than they use academic oriented mobile applications. Based on the findings it is therefore recommended that workshops should be organized to demonstrate how several mobile applications can be used to enhance academic productivity and lecturers should introduce the use of academic oriented mobile applications when delivering instruction to foster meaningful usage by students.

Exploring the social and healthcare professionals' needs for the development of an educational mobile application for domestic violence prevention - DOMINO project

Exploring the social and healthcare professionals' needs for the development of an educational mobile application for domestic violence prevention - DOMINO project

Turning Grey to Green: Engaging Gamification in Sustainability Education with Augmented Reality Technology

In recent decades, topics of sustainability and carbon neutrality are getting more attention from society and academia in the sense of urbanization and social innovation. Scholars have been proposing methods to achieve sustainability and they emphasize the importance of educating citizens about the ethics of sustainability. Also, in the educational context, there is a trend in applying gamification concepts to promote sustainability. Previous studies have demonstrated that gamification can engage students through interactive content and reward systems, so that they can be motivated to learn and apply knowledge. Nevertheless, limited articles can be found to propose methods for developing technological applications for green innovation education. In addition, scant interest has been shown to include gamification in sustainability education, especially in Hong Kong. Knowing that simulation games may raise students’ curiosity to learn, we designed an augmented-reality-based educational mobile application to investigate their perception of engaging technologies and gamification in the learning process of sustainability education. In this application, there are three major components to be presented. First, various simulation games are included to educate learners with practical skills to nurture sustainable living habits. Cartoons and animations are added to better explain abstract ecological theories, and learners can interact with game characters / elements in real-time motion for an advanced gaming experience. Second, to motivate students to learn the content, digital achievement badges can be earned after winning the mini-games and they can be shared on social media platforms. It is expected that the reward system can attract students to participate actively. Last but not least, the application is hoped to engage Hong Kong citizens and the globe in the Green Deck project of Hong Kong and encourage more social involvement. With reference to the application structure, this study is expected to explore the effects of implementing games and augmented reality on education for sustainable development. Two surveys (pre- and post-surveys) would be established to evaluate the students’ learning experience and knowledge acquisition on sustainability.

The Impact of Mobile Applications in Education: A Concept Paper

The Impact of Mobile Applications in Education: A Concept Paper

AI Educational Mobile App using Deep Learning Approach

Moving to Industrial Revolution (IR 4.0), the early education sector is not left behind. More of the teaching method is being digitized into a mobile application to assist and enhance the children’s understanding. On the other hand, most of the applications offer passive learning, in which the children complete the activity without interacting with the environment. This study presents an educational mobile application that uses a deep learning approach for interactive learning to enhance English and Arabic vocabulary. Android Studio software and Tensorflow tool were used for this application development. The convolution neural network (CNN) approach was used to classify the item of each category of vocab through image recognition. More than thousands of images each time were pre-trained for image classification. The application will pronounce the requested item. Then, the children will need to move around looking for the item. Once the item’s found, the children must capture the image through the camera’s phone for image detection. This approach can be integrated with teaching and learning techniques for fun learning through interactive smartphone applications. This study attained high accuracy of more than 90% for image classification. In addition, it helps to attract the children's interest during the teaching using the current technology but with the concept of ‘Play’ and ‘Learn’. In the future, this paper recommended the involvement of IoT platforms to provide widen applications.

M-learning in the process of media education and foreign language learning

The purpose of this article is to study the possibilities of English-language mobile applications for media education which are available on the Google Play platform. The main emphasis is on their didactic potential, in particular on their ability to build media literacy skills and improve English language proficiency. The application called Journalism &amp; Mass Communication by Edutainment Ventures — Making Games People Play was chosen as the object of study. This choice is grounded in the attractiveness and successful experience of its use. Other projects focusing on working with English-language texts and expanding vocabulary have also been researched. These ones include Journalism by SQSTECH, Journalism Textbook by Courses Books, Journalism Course by APLUS, Media and Information Literacy by PERCDC Learnhub, Journalism Dictionary Offline by EasyGoing and Journalism Dictionary by Pocket Dictionary. A focus group of students of Oles Honchar Dnipro National University who are majoring in 061 Journalism at various levels of higher education was involved to evaluate the functionality of the applications. In total, there were 17 people in the group, including 12 Bachelor's students, 4 Master's students, and 1 PhD student. The effectiveness or ineffectiveness of the application options was determined by analysing the results of a survey conducted among focus group participants. A general analysis of applications for media literacy and media education shows that mobile learning is a relevant and effective tool in the educational process. However, it cannot completely replace traditional education. The diversity of functionality, approaches to content, and audience engagement underscores the importance of creating mobile applications that cater for specific educational programs. Mobile learning has great potential to improve the effectiveness of extracurricular education. The use of mobile applications in media education and learning English has significant didactic potential. The results of the study confirm the feasibility of an integrated approach to learning, which combines the study of a subject with learning a foreign language. Since the study of the English language is gaining relevance in Ukraine, the combination of these two directions is considered to be well grounded.

Development of a Scale to Measure Children's Educational Mobile Application Usage for Foreign Language

The widespread use of mobile applications in education has led to the need for reliable and valid measurement tools to assess their impact on language learning, particularly among young learners. This study investigated the developmental process and psychometric properties of the Children's Educational Mobile Application Usage for Foreign Languages Scale. The item pool was created by examining the studies obtained from the literature review. To evaluate the appearance and content validity of the scale, the expert assessment of the scale, which the researcher developed, was applied to 19 experts. Consequently, the experts' opinions were considered to update the Children's Educational Mobile Application Usage for Foreign Languages Scale. Pilot studies were conducted with 37 students in the 4th grade. Data were collected from 309 4th-grade students to conduct reliability and validity studies. Confirmatory Factor Analysis was used to determine the scale's construct validity. The Chi-square/degrees of freedom ratio is 2.54, and the Comparative Fit Index value is calculated as .954. The Confirmatory Factor Analysis confirmed the theoretical structure consisting of 16 items with three factors, and the compliance indices showed perfect compliance. Cronbach Alpha (α) coefficient was used to determine the scale's reliability. The Cronbach Alpha value is calculated as 0.945. As a result, the Children's Educational Mobile Application Usage for Foreign Languages Scale was valid and reliable. The study highlights the novelty of the scale, being one of the first psychometric scales in the literature explicitly targeting children's educational mobile application usage for foreign language learning. It can aid institutions in developing or updating mobile applications and investigating the relationship between children's educational mobile application use and other variables. While this study presents a valuable contribution to the field, it also acknowledges limitations, such as the sample size and reliance on personal statements for data collection. Nonetheless, Children’s Educational Mobile Application Usage for Foreign Languages opens new avenues for research and has the potential to enhance language education by harnessing innovative technology-driven approaches.

An Empirical Investigation of User Acceptance of Personalized Mobile Software for Sustainability Education

Education for sustainability refers to educational policies that focus on shaping a sustainable future. Mobile learning software refers to the use of mobile applications through smart devices for promoting online learning. However, the effectiveness of such software in learning for sustainability depends on users’ intention to adopt it. While there is growing interest in using mobile technology for sustainability education, empirical evidence on how personalized mobile software can influence users’ attitudes and behaviors toward sustainable practices is limited. Thus, this study investigates the factors that affect users’ acceptance of mobile learning technology in sustainability education, by integrating environmental awareness and personalization strategies into a modified model based on the unified theory of acceptance and use of technology (UTAUT). A total of 120 users participated in the survey. An empirical analysis of data was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the relationship between the variables of the model. The results showed that both environmental awareness and personalization strategies had a significant effect on users’ behavioral intentions. In addition, hedonic motivation and habit exerted an effect on behavioral intention, contrary to effort expectancy and social influence. These findings confirm that a personalized mobile learning application related to environmental issues reveals as a powerful tool for supporting environmental education since such software appears to have high acceptance by the user. The significance of the study lies in its potential to inform the design and development of personalized mobile applications for sustainability education. The study contributes to the creation of more effective mobile applications that promote sustainable behavior and contribute to a more sustainable future by identifying the elements that influence user acceptance.

INCORPORATING EDUCATIONAL SMARTPHONE APPS FOR TEACHING UKRAINIAN AS A FOREIGN LANGUAGE TO MEDICAL STUDENTS

This article explores the implementation of mobile applications in the training of future doctors studying the Ukrainian language. The authors conducted a descriptive survey to explore the types of language learning apps commonly used by foreign students studying Ukrainian at the Poltava State Medical University. Furthermore, the effectiveness of these applications for the development of language skills was identified and analyzed. The authors have demonstrated that most smartphone and tablet apps can be effectively used for learning new vocabulary, grammar, spelling rules, and developing writing and speaking skills in Ukrainian for foreign students. The descriptive survey indicated that students generally hold a positive attitude towards the use of apps for language learning. Among the students surveyed, grammar and vocabulary apps were found to be the most popular, while speaking and writing apps were less favored. The authors have also identified the advantages and disadvantages of using language learning apps. The article provides a careful analysis of the essence, principles, strengths, and weaknesses of mobile applications, as well as their pedagogical significance in the context of studying the Ukrainian language at medical universities. It emphasizes that educational mobile applications used by teachers of Ukrainian as a foreign language create an environment that facilitates information retention, promotes interaction between students, and develops their language skills. Mobile applications allow students to personalize their learning by choosing the content and pace, making them convenient for self-directed and distance learning. The data and results obtained from this study can be used to improve educational materials through mobile applications for learning Ukrainian as a foreign language. The findings contribute to research on mobile-assisted language learning and the design of educational apps by shedding light on students' preferences for acquiring different language skills.