Mobile Learning Application Research Articles

Digitalizing skills development using simulation-based mobile (SiM) learning application

In a volatile, uncertain, complex, and ambiguous (VUCA) world, education and training providers need to explore other pedagogical approaches in conducting technical and vocational courses. This study introduced a new approach to conducting electrical engineering related laboratory activities amidst online or hybrid learning modalities. Primarily, this paper examined the potential of using simulation-based (SiM) mobile learning application to develop technical and vocational skills of the users. The researcher-developed mobile learning application, Electrical Wiring Simulator (EWS), was used to collect the responses from the 345 users worldwide who downloaded the software from Google Play. The majority of the respondents came from the Republic of the Philippines, USA, Indonesia, India, Mexico, Myanmar, United Kingdom, Malaysia, and Portugal among others. The respondents reported a high potential to develop electrical wiring skills when using EWS. The results from Multiple Linear Regression Analysis indicated perceived usefulness (PU) and ease of using the mobile simulator significantly influenced the user’s potential electrical wiring skills development. Lastly, the PROCESS macro showed that there is not enough evidence to show that the generation of the learners significantly moderates the effect of perceived ease of use on potential skills development.

Ethnomathematics Tedhak Siten: Learning Design to Develop Student’s Critical Thinking Skill Based on Mobile Devices

<p>Critical thinking is one of the essential skills in the 21st century that can be developed through learning mathematics, but in practice, there has not been much facilitation of learning media. Realistic mathematics learning by utilizing culture as well as integrating technology can be used as an ideal starting point for learning. This study aims to develop a mobile learning-based mathematics learning device with a realistic learning approach in the context of the Tedhak Siten ceremony to improve students' critical thinking skills. This type of research is development research that refers to the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The data sources in this study were students and validators. The instruments used were the mobile learning application, the pretest, and posttest questions, the material expert validation questionnaire, the media expert validation questionnaire, and the student response questionnaire. The results showed that the validity aspect obtained a good category from the media expert validator and the material expert, the practical aspect of students as users obtained a good category, and the effectiveness aspect obtained a significant increase in pretest to posttest scores. So that learning mathematics with mobile learning applications can develop students' critical thinking skills and have potential effects.</p>

Development and Evaluation of a Software Product Line for M-Learning Applications

The popularity of mobile devices in all social classes has motivated the development of mobile learning (m-learning) applications. The existing applications, even having many benefits and facilities in relation to the teaching-learning process, still presents problems and challenges, es- pecially regarding the development, reuse and architectural standardization. Particularly, there is a growing adoption of the Software Product Line (SPL) concept, in view of research that investigates these gaps. This paradigm enables organizations to explore the similarities and variabilities of their products, increasing the reuse of artifacts and, consequently, reducing costs and development time. In this context, we discuss how systematic reuse can improve the development of solutions in the m-learning domain. Therefore, this work presents the design, development and experimental evaluation of M-SPLearning, an SPL created to enable the systematic production of m-learning applications. Specifically, the conception of M-SPLearning covers from the initial study for an effective domain analysis to the implementation and evaluation of its functional version. In this regard, the products have been experimentally evaluated by industry software developers, pro- viding statistical evidence that the use of our SPL can speed up the time-to-market of m-learning applications, in addition to reducing their respective number of faults.

Editorial

Dear Readers, It gives me great pleasure to announce the eighth regular issue of 2022. In this issue, various topical aspects of computer science are covered by 18 authors from 5 countries in 5 articles. As always, I would like to thank all the authors for their sound research and the editorial board for their highly valuable review effort and suggestions for improvement. These contributions, together with the generous support of the consortium members, sustain the quality of our journal. In an ongoing effort to further strengthen our journal, I would like to expand the editorial board: If you are a tenured associate professor or above with a strong publication record, you are welcome to apply to join our editorial board. We are also interested in receiving high-quality proposals for special issues on new topics and trends. Please consider yourself and encourage your colleagues to submit high-quality articles or special issue proposals for our journal. In this regular issue, I am very pleased to introduce the following 5 accepted articles: Raoua Abdelkhalek, Imen Boukhris, and Zied Elouedi from Tunisia present their research on more trustworthy predictions based on the uncertain framework of belief function theory to support the representation, quantification and management of imperfect evidence. In a research collaboration between Jordan and the USA, Abd Al-Rahman Al-Nounou, Osama Al-Khaleel, Fadi Obeidat, and Mohammad Al-Khaleel present a methodology for designing binary multipliers, in which different sizes of customized partial products generation cells are designed and used as smaller building blocks. Venilton FalvoJr, Anderson da Silva Marcolino, Nemesio Freitas Duarte Filho, Edson OliveiraJr, and Ellen Francine Barbosa present the design, development and experimental evaluation of a software product line for mobile learning applications. Ghazala Hcini, Imen Jdey, and Hela Ltifi from Tunesia introduce their research on a new and robust deep learning model for automatically classifying malaria cells as infected or uninfected, built on a convolutional neural network. And last but not least, Sercan Yalçın, Musa Eşit, and Mehmet İshak Yüce from Turkiye discuss their approach to estimating climatological parameters based on artificial intelligence techniques with particle swarm optimization and deep neural networks.

Learning English Grammar by Means of M-Learning: A Case Study

Purpose. The paper deals with the effective implementation of mobile applications for learning grammar in the EFL course for students of non-linguistic higher educational institutions. The tasks for the research are the following: to discover the didactic properties of mobile applications that enable students’ progress in learning English grammar and to apply them; observe students’ attitudes towards mobile learning applications for training English grammar skills and their grounds. Methodology. Quantitative outcomes of the experiment were calculated by means of the knowledge ratio technique. Scaling method was applied to organize the data into numerical form for comparative analysis of the experimental groups and control groups’ achievements. A case study was conducted on the basis of Sumy National Agrarian University, Ukraine. A sample consisted of two experimental groups (35 students), and two control groups (36 students), aged 18-19, who studied second year at different faculties during 2021-2022 in the University and participated voluntarily in the study. In experimental groups the studying process was organized with the implementation of tablets and cellphones with the ability to access the Internet via Wi-Fi as mobile learning tools and mobile learning applications. A series of the interviews were held to learn students’ attitudes towards mobile apps. Results. English grammar command levels in experimental groups are predominantly sufficient and high in contrast to the predominantly low and initial levels in control groups. The attitudes of students towards mobile apps for learning EFL are mostly positive. Conclusions. It was concluded that the implementation of mobile learning tools provided the efficient mastering of English grammar by students of non-linguistic higher educational institutions. Improving of EFL teachers’ methodological preparation for the introduction of mobile learning requires further researches in this sphere.

Applications of mobile learning on college students' water leisure sports in the post-pandemic era.

This study explored the relationship and influence of college students’ participation in water leisure sports, as well as the technology acceptance model (TAM). With the rapid development of the economy, the government is promoting various water leisure sports centered on the concept and policy of a maritime- and ocean-based nation. Based on the TAM, this study investigated the relationships among its ease of use, usefulness, water leisure involvement, benefits, barriers, and intentions to participate in water activities in connection with college students participating in water leisure sports. A total of 420 college students who participated in water leisure activities were sampled. There were 370 valid questionnaires, and the recovery rate of valid questionnaires was 82.2%. The data were analyzed by the structural equation modeling of the partial least squares method (PLS-SEM). The results show that the ease of use of water facilities had a positive effect on the usefulness, involvement, and participation in water activities; the usefulness of water facilities had a positive and significant impact on the intention to participate in water activities; water leisure involvement had a positive and significant impact on the benefits and the intention to participate in water activities; the intention to participate in water activities had a positive and significant impact on the benefits of water leisure activities. Furthermore, the study found that the intention to participate in water activities had a mediating effect between water leisure involvement and water leisure benefits; water leisure involvement had a mediating effect between the ease of use of water facilities and the intention to participate in water activities; the usefulness of water facilities had a mediating effect between the ease of use of water facilities and the intention to participate in water activities. In addition, the interaction between water leisure involvement and water leisure constraints had an interfering effect on water leisure benefits. Accordingly, recommendations for promotion and implementation are provided. Based on the TAM, the study provided suggestions for implementing water leisure sports to promote college students’ participation behavior in water leisure sports.

Opportunities to Increase Workplace Feedback: A Multi-institutional Examination

While feedback is an essential component of resident education, there are few large-scale studies examining when and under what conditions formative feedback is provided. Workplace-based assessment systems offer an opportunity to identify factors influencing when faculty provides feedback to trainees. Influential factors affecting feedback may provide targets for increasing and improving feedback in resident education. Data on whether dictated feedback was provided were obtained from the Society for Improving Medical Professional Learning (SIMPL) mobile application. We used generalized linear mixed effects models to identify the degree to which faculty members, procedures, surgical case characteristics, and trainee performance were associated with whether narrative feedback was provided using SIMPL. This study was conducted using data from members of the SIMPL collaborative. 67,434 evaluations from 70 general surgery programs were included from 2015 to 2021. Of these, 25,355 evaluations included dictated feedback. Approximately 61% of the variation in whether dictated feedback was provided was attributable to the individual faculty member. Compared to residents who achieved autonomy ratings of "Active Help," residents who achieved ratings of "Supervision Only" (odds ratio (OR) = 0.80, 95% confidence interval (CI) = 0.72, 0.88) had a lower likelihood of receiving dictated feedback. Residents who achieved ratings of "Intermediate" (OR = 0.81, CI = 0.74, 0.89), "Practice-Ready" (OR = 0.50, CI = 0.45, 0.57), or "Exceptional (OR = 0.64, CI = 0.54, 0.76) showed a lower likelihood of receiving dictated feedback compared to those rated as "Inexperienced." Cases rated as "High" in terms of complexity were associated with an increased likelihood of having dictation (OR = 1.35, CI = 1.26, 1.44). The largest contributing factor for whether dictated feedback is included in a SIMPL evaluation are factors specific to the attending surgeon. Resident performance, resident autonomy, and case complexity had only modest associations with feedback decisions. Efforts to improve the amount of formative feedback for trainees should be directed towards reducing the variation in which attending surgeons elect to provide feedback.

Safely maintaining distance while singing together: Developing synchronous and asynchronous solutions for an amateur choir under the time of social distancing

The social distancing reinforcement under COVID-19 seriously limited the opportunities of practising and performing for arts and music performers. While many activities can be transferred online with minimal effort, the latency obstacle in using live streaming audio software negatively affects the musicians and singers in performing or practising online. The researchers sought to integrate both asynchronous and synchronous solutions to mitigate the demand of rehearsal practices. This action research applied and examined the viability of both low audio latency technology and mobile learning applications with amateur choir members. The researchers and participants field-tested and improved the choir’s online practice by using the JackTrip Audio Device (an audio low-latency device), Sight Singing Studio and Practice Bird (two mobile apps). Using current technology, we found that amateur choir singers have opportunities to keep learning and performing ‘together’ while staying healthy from virus threats.

Android-Based Mobile Learning Application Design: Its Implementation and Evaluation for Aiding Secondary School Students' to Study Inorganic Compound Nomenclature

Inorganic compound nomenclature is one of the most basic concepts in chemistry. Therefore, for students, correct naming of the chemicals is essential before learning advanced chemistry. However, nomenclature as a learning topic consists of rules and thus requires frequent practice. Tenth graders will face difficulties if they have remember thousands of the chemicals' names. The objective of this research is to develop and validate the effectiveness of android-based learning media to help students in learning chemical compound nomenclature. In order to meet the goal, this study was conducted in stages; they are (1) information collection, (2) planning, (3) product draft development, (4) small-scale trials, (5) product revisions, and (6) large-scale trials. The effectiveness of the examined mobile-app was measured using post-test questions, resulting in 87.88% student completion. Furthermore, since experts have been in agreement concerning the validity of the examined mobile app – both the content and the media, the app can be used for learning process.

Designing User Interface of a Mobile Learning Application by Using a Design Thinking Approach: A Case Study on UNI Course

UNI Couse, a mobile learning application product developed by CV Unindo Hestama Kreatif, is a mobile learning application that newly transform its system from web-based e-learning platforms. The incapability of web-based systems to gain a better experience with wider consumers trigger the transformation. Designing a mobile learning application is a strategy to increase the usability of the existing e-learning system in a higher variety of services as well as more users. This study utilizes a design thinking approach to understand what user feels and need in their experience of using a mobile application. This approach consists of five stages and is divided into three processes: understanding, designing, and evaluating. This study illustrates a step-by-step design thinking implementation as well as the result of each stage. User testing assesses the usability of the mobile learning application. Finally, design thinking implementation reveals that more users feel comfortable with the apps because all features are needed and easy to understand. The design thinking approach has successfully helped UNI Course to create mobile learning applications that satisfy the users.

A qualitative investigation of psychological need-satisfying experiences of a mobile learning application: A Self-Determination Theory approach

Much research on mobile learning is cross-sectional or lacks a theoretical basis for investigating the mechanisms of mobile learning and achievement. This may be a concern as well-formulated theoretical frameworks allow results to be interpreted and contextualized in a coherent and integrated fashion that could then be valuable when interpreting findings in educational contexts. The main aim of this study was to investigate biology students’ experiences of using a mobile application for learning about species identification. We use Self-Determination Theory as a guiding framework to investigate students’ experiences of need-satisfaction of autonomy, competence, and relatedness within a mobile application, and whether this influences students’ learning processes. We conducted four focus groups with 26 biology students in higher education. Based on our thematic analysis, we find that students experienced the satisfaction of all three psychological needs while using the mobile application. Specifically, students’ needs were satisfied by experiencing choice, feedback, mastery, cooperation, and discussion. These elements in turn were related to the process of identifying species. Contradictory to what we expected, students reported more learning from a traditional textbook, compared to the mobile application. Our results provide useful information for learning designers, which suggests that it is important to take need-satisfaction into consideration when designing technology. Our study offers new insight into the underlying need-satisfying experiences of mobile learning, and it provides an understanding of how the different elements of need-satisfaction contribute to different species identification processes.

Development of a Mobile Learning Application of Malay Vocabulary for Lower Secondary School Level

Development of a Mobile Learning Application of Malay Vocabulary for Lower Secondary School Level

Using mobile applications with augmented reality elements in the self-study process of prospective translators

The paper deals with the use of mobile applications for language learning in the self-study process of prospective translators. A comparative analysis was made of some mobile language learning applications. The capabilities of mobile language learning applications are summarised, which include learning vocabulary grammar, pronunciation training, and practice listening and speaking. Particular attention is paid to interactive tasks and gamification of learning. An experiment was conducted with students using the Duolingo mobile app. The advantages of using mobile applications with augmented reality elements in the self-study process of future translators are identified. The main ones are interactivity, accessibility, individual schedules, and the ability to learn anytime, anywhere. There has been a significant increase in motivation to learn a foreign language independently thanks to mobile apps. It is proposed that mobile applications should only be seen as additional opportunities for independent and autonomous learning.

A Meta-Analysis on Mobile-Assisted Language Learning Applications: Benefits and Risks.

Mobile language learning applications are a pervasive facet of modern life, however evidence on their effectiveness on L2 learning outcomes is lacking. In the current work, we sought to determine the effect of mobile language learning applications on L2 proficiency between groups who used mobile language learning applications and control groups who learned with traditional methods on L2 achievement. We systematically searched journal articles and grey literature between 2007–2019 and performed a quantitative meta-analysis based on 23 synthesized effect sizes. We also performed risk of bias and quality of evidence assessments on our included papers. We found a moderate-to-strong overall effect (g = 0.88) of learning achievement using mobile language applications compared to control groups who learned with traditional approaches. At the same time, we found high risk of bias and low quality of evidence across all included studies. Our results provide evidence for mobile applications as a beneficial tool for second language learning. However, findings should be treated with caution due to risks of high bias and low quality of evidence. Improvements for future studies are discussed.

HOTS-Link Mobile Learning Application: Enabling Biology Pre-service Teachers to Devise HOTS-Based Lesson Plans

HOTS-Link Mobile Learning Application: Enabling Biology Pre-service Teachers to Devise HOTS-Based Lesson Plans

The Development of Mobile Applications for Language Learning: A Systematic Review of Theoretical Frameworks

This systematic review was conducted to examine theories that were adopted or considered in the development of mobile applications for language learning. It aims to provide a holistic overview of major theoretical principles that underpin each developmental study to identify trends and gaps in the synthesised literature. The studies were collected from the Scopus and Web of Science databases as they were the main sources of reputable journals. Primary searches between 2011 and 2020 revealed approximately 158 studies related to the topic under investigation. After further filtering based on the inclusion criteria and removal of duplicates, 39 studies matched the research criteria and were used for further analysis. The analysis revealed that researchers tend to choose to solve problems pertaining to vocabulary learning and learners’ motivation through the development of mobile applications for language learning. They preferred to use constructivist-based theories such as situated learning and collaborative learning in guiding their development though behaviourist principles are also dominant. However, very few studies used theories related to language acquisition and learning in the design and development process. Hence, this gap should be given priority in future developmental research within the same scope as the generic learning theories may not be accurately addressing the language learning problems.

Developing Mobile Learning Application as Instructional Media for Reading Comprehension

Students nowadays are no longer enjoy reading printed books. They mostly read from their mobile phone or computers' screens. Teachers need to encourage students to read and comprehend texts. Teachers should adopt and adapt technology in teaching reading comprehension to students in light of the rapidly changing existence of technology. The purpose of this research is to develop appropriate media for learning reading. This research has employed Research and Development design based on ADDIE model. This model is used for media development by requiring 5 stages, namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The research subjects are the tenth graders and the English teacher. Both the media and language experts validated the developed product. The instruments used in the needs analysis are questionnaires for the students and interviews with the English teacher. The final result is in the form of a mobile application that suits the needs of teachers and students. This media consists of 63 slides. The size of this mobile application is 52 Mb. The developed application consists of three main menus and eleven sub-menus. They are the intro page, loading section, menu page, materials page, core competence page, vocabulary building page, learning summary page, exercise page, glossary page, verb form page, user’s guide page, lesson plan page, description of the product page, and exit page. The result of this research could be seen in the enthusiasm, development, and students’ interest in mobile application media. Therefore, it is recommended for teachers to use mobile applications in teaching reading and for other developers to develop applications for the learning process.

Aplikasi Mobile Learning pada Pelajaran Fiqih di MIN 1 Jombang

The purpose of this study, namely 1) to find out how the application of mobile learning learning in fiqh subjects. 2) to find out what factors hinder the application of mobile learning in fiqh subjects, and 3) to determine the supporting factors in the application of mobile learning in fiqh subjects. This research is a qualitative research with descriptive analysis method. Data analysis and research results obtained from observations, interviews, documentation are data reduction, data display, and conclusions / verification.The results of the study show that 1) The application of mobile learning for fiqh subjects initially utilized several supporting applications, which later developed using only watshaap, and e-learning. The use of single sheet lesson plans and various other letter sheets and subjects can be directly accessed on the internet directly without having to go to school. 2) The inhibiting factor of the application of mobile learning is only at the beginning of the transfer of offline files to online. 3) The supporting factors in the application of mobile learning for fiqh learning are, the school facilitates wifi for teachers in schools,and the distribution of free quota assistance to students at MIN 1 Jombang.

Mobile learning: research context, methodologies and future works towards middle-aged adults - a systematic literature review.

Over the past several years, mobile learning concepts have changed the way people perceived on mobile devices and technology in the learning environment. In earlier days, mobile devices were used mainly for communication purposes. Later, with many new advanced features of mobile devices, they have opened the opportunity for individuals to use them as mediated technology in learning. The traditional way of teaching and learning has shifted into a new learning dimension, where an individual can execute learning and teaching everywhere and anytime. Mobile learning has encouraged lifelong learning, in which everyone can have the opportunity to use mobile learning applications to gain knowledge. However, many of the previous studies on mobile learning have focused on the young and older adults, and less intention on middle-aged adults. In this research, it is targeted for the middle-aged adults which are described as those who are between the ages of 40 to 60. Middle-aged adults typically lead very active lives while at the same time are also very engaged in self-development programs aimed at enhancing their spiritual, emotional, and physical well-being. In this paper, we investigate the methodology used by researchers based on the research context namely, acceptance, adoption, effectiveness, impact, intention of use, readiness, and usability of mobile learning. The research context was coded to the identified methodologies found in the literature. This will help one to understand how mobile learning can be effectively implemented for middle-aged adults in future work. A systematic review was performed using EBSCO Discovery Service, Science Direct, Google Scholar, Scopus, IEEE and ACM databases to identify articles related to mobile learning adoption. A total of 65 journal articles were selected from the years 2016 to 2021 based on Kitchenham systematic review methodology. The result shows there is a need to strengthen research in the field of mobile learning with middle-aged adults.

Implementation of Augmented Reality in Automotive Mobile Learning Application

Nowadays, the young generation is the technology generation. Most of the students used technology devices such as smartphones as their mobile-learning tools. Students used their mobile devices to download learning applications for self-learning through devices. However, most of the existing applications do not teach full-learning and no tutorials. One of the example applications is the automotive learning application. Therefore, the AUTOGO application is introduced to help students learn and guide them about automotive subjects. AUTOGO is a mobile learning application using the Augmented Reality approach for Form 4 and 5 students from Kolej Vokasional Kluang (KVK). The methodology chosen for the development process is the Multimedia Mobile Content Development (MMCD) method. The software selected to develop the AUTOGO application are Unity3D and Visual Studio Code withC# language. The result of the beta testing show AUTOGO application is completely functioning as expected. Thus, the application of beta testing scores on the System Usability Scale (SUS) is 93% which means it falls within the acceptance range.