Mobile Learning Application Research Articles

Exploring factors acceptance of Mobile Learning Application for Humanistic Buddhism Learning among Malaysian Young Adult

Exploring factors acceptance of Mobile Learning Application for Humanistic Buddhism Learning among Malaysian Young Adult

DEVELOPMENT OF GEOMETRY MOBILE LEARNING TO ENHANCE STUDENTS' MATHEMATICS LEARNING INTEREST

The development research aims to produce a mobile learning application for geometry to enhance students' interest in learning mathematics. The product encompasses solid geometry materials for 7th-grade junior high school students. The development process follows the ADDIE model: Analyze, Design, Development, Implementation, and Evaluation. The product underwent testing with 7th-grade students at a junior high school in Yogyakarta. Data collection instruments included a questionnaire on students' interest in learning mathematics, a product validation sheet, teacher and student assessment sheets, and an observation sheet on the feasibility of the learning process. These instruments were utilized to measure the validity, effectiveness, and practicality of the developed product. The research findings indicate that: (1) The developed mobile learning application for geometry is presented using Creative Problem Solving syntax, complemented with features such as liveworksheets, Geogebra, instructional videos, Quizizz, and Google Forms, facilitating the enhancement of mathematical creativity. (2) The developed product is declared valid based on the validation results obtained from two media experts and two content experts, with an average Aiken index reaching 0.94 out of the maximum score of 1, categorizing it as "High." The product is assessed as practical based on teacher assessment at 96.55%, student assessment at 71.28%, and an average learning process implementation percentage of 85.83%. The product is also deemed effective due to a significant increase in the variable of students' interest in learning mathematics. Thus, the developed geometry mobile learning application meets the criteria of validity, practicality, and effectiveness.

Development of Android-Based Mobile Learning Media Using ADDIE Model on Static Fluid Topics for High School 11th Grade Students

This research and development study aimed to create a mobile learning application based on the Android platform to facilitate the teaching and learning of static fluid concepts. The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was employed as the framework for the research methodology. The data collection instruments included validation questionnaires completed by subject matter experts, media experts, physics teachers, and students. These were administered during small-group and large-group trials conducted with 11th-grade science students at MAN 1 Lotim. The end product was an Android-based learning app that received an overall good rating with a total score of 82. Evaluation by media experts deemed it good, with a score of 60 out of a maximum of 75. Physics teachers who validated the app rated it as very good/effective with a score of 52. During the large group trial with students, the app gained a high score of 1759, averaging 4.31 which falls into the very interesting category. Based on the validation results and feedback obtained, it can be concluded that the Android-based mobile learning application developed in this study is suitable, effective, and practical to be utilized as an instructional tool for teaching static fluid concepts to high school 11th-grade students in physics education programs.

Practical Model of Mobile Learning Applications

The mobile device has been supported by the operating system that makes the phone has the potential to be a learning tool. The Android operating system is the mobile platform of high potential in education, plus it is open source, it can support independent learning. Availability of facilities and applications that can be installed offline, allowing an independent learning process starts from the students themselves. The purpose of this research is to find a practical model that can be applied in learning. Make mobile learning a practical model that can be used teachers, students and schools take advantage of the resources that already exist. The research method uses research and development, to mobile learning models that later developed into a model factual. Results The study concluded that: Android mobile application that is filled with interesting teaching materials can continue to invite progress within teacher as creator and students as users. Availability of Internet applications, making new teaching participants, can catch up with learning by opening apps without worry about the royalty claims. Android mobile application that supports online messaging greatly help communication between members. Results of the study are: a practical mobile learning model consists of four aspects, namely: Four Key Roles, Learning Tasks Accommodation, Interactive Content and the Modular Learning Outcomes.

The effect of digital game-based language learning mobile application on the development of complexity, accuracy, and fluency in foreign language monologic oral production among Chinese learners of English as a foreign language

The study reported the effect of a digital game-based language learning (DGBLL) mobile application “Speaking English Fluently – An Automated Scoring Artificial Intelligent Tutoring System on Spoken English” on the complexity, accuracy, and fluency in foreign language (FL) monologic oral production among 31 second year Chinese university learners of English as a foreign language (EFL). The participants’ monologic oral production was measured in the first (week 1) and last week (week 21) of a semester using the same narrative picture description task. The oral production was audio-recorded and transcribed. Both the transcripts and audio-files were analyzed on the complexity, accuracy, and fluency dimensions. The complexity was measured using the number of Mean (M) words per T-unit, the accuracy dimension was measured using the number of repairs and errors per 100 words; and the fluency dimension was measured via speech rate (i.e., number of words per minute), and M length of pauses. Students were required to download the mobile application and followed the monological practice section twice a week for 30 minutes each time. Using paired sample t-tests, we found that even though the participants’ repair rate and speech rate remained unchanged, they produced more complex monologic speech, had significantly fewer errors, and reduced average length of pauses after 20 weeks treatment using the mobile application, demonstrating a positive effect of the DGBLL mobile application on FL learners’ monologic oral production.

An Analysis of Student's Academic Achievement in Genetic Algorithms Based on Mobile Learning Applications

Several scholars have focused on this area due to the significance of mobile technology in the educational process, resulting in a substantial body of scholarly work. The primary objective of this study is to investigate the impact of mobile learning on students’ academic performance. The meta-analysis approach was utilized in this research. The available research was examined using several databases to find the relevant studies that were within the scope of the investigation. The study’s inclusion criteria and components were implemented following a literature review. This research proposes a mobile education system approach based on genetic algorithms to address the issues with the current system. The analysis findings indicate that most of them stay at around 10%. The salary only slightly increases when numerous individuals teach, but it also falls within a regular, appropriate range that can accommodate more complex tasks. According to the factor analysis findings, the influence of mobile educational devices on students’ learning performance varied depending on the course and subject. However, it remained constant regardless of the students’ education level and implementation duration. Apart from the previously mentioned research findings, this article also includes a descriptive analysis of the studies that were part of the meta-analysis.

Technology in education through mobile learning application (MLA) and its impact on learning outcomes: Literature review

Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.

Design and Optimization of Human-Computer Interaction System for Education Management Based on Artificial Intelligence

The continuous improvement and refinement of artificial intelligence (AI) technology has facilitated the broader application of human-computer interaction in the field of education management. The construction of an educational management human-computer interaction system based on AI technology can optimize and improve key parameters of educational management human-computer interaction scenarios, thereby creating a more comprehensive mobile learning (m-learning) application system. This paper is based on AI technology, analyzing gesture semantics and speech semantics, and combining fusion algorithms to construct an education management human interaction system. The performance changes of the system were compared with real experimental operations and the NOBOOK platform analysis. The results show that the education management human-computer interaction system constructed in this article can enhance the m-learning experience of participants. It ensures high recognition accuracy, leading to higher scores in all dimensions of indicator evaluation. Therefore, as one of the crucial forms of m-learning, the human-computer interaction system for education management based on AI can establish a foundation for the further enhancement and development of education management.

Mobile applications in developing phonetic competence of the Chinese language

Abstract This work examines the relevance and practical value of using mobile applications to develop phonetic competence in the Chinese language among future philologists–sinologists. The study aims to analyse the advantages of mobile applications for both classroom and autonomous learning, focussing on their structure and functions. The research methods employed include theoretical substantiation and the characterization of Standard Mandarin and HelloChinese mobile applications. This study asserts that incorporating these mobile applications enhances the assimilation of practical material and increases students’ motivation to master Chinese phonetics. Furthermore, the researchers have developed a set of exercises that utilize these mobile applications, aiming to improve students’ phonetic competence in the Chinese language, whether in a foreign language classroom or during autonomous learning. Results of the research are based on a quantitative investigation, which demonstrates the effectiveness of mobile applications at all stages of future philologists–sinologists’ language practice. Additionally, the use of mobile applications assists in monitoring students’ performance through intermediate assessments. The research findings further confirm the high efficiency of mobile applications in developing phonetic competence, particularly in the context of distance learning.

NEED ANALYSIS OF MOBILE LEARNING AT JUNIOR HIGH SCHOOL IN INDONESIA: A BLIOMETRIC STUDY

This research examines the need for mobile learning at Indonesia's junior high school. Mobile learning is a learning approach that uses mobile devices and digital technology to support the learning process. This research aims to understand research trends related to mobile learning and the need for mobile learning in Indonesian junior high schools. This research uses bibliometric analysis to evaluate mobile learning research trends in Indonesian junior high schools. Bibliometric analysis involves collecting and analyzing relevant bibliographic data or scientific publications. The research uses four application tools. First, Publish or Perish was used to search for scientific articles by keyword, resulting in 752 articles. Then, through Mendeley, filtering was carried out based on specific criteria, resulting in 561 articles. Next, Covidence filtered articles in detail, resulting in 158 relevant articles. Finally,VOS viewer is used for data visualization with co-occurrences. The results of the bibliometric analysis show that research on mobile learning in Indonesian junior high schools has increased significantly since 2020. Various disciplines are involved in mobile learning research, primarily focusing on mathematics, science, and language education. Apart from that, the field of information technology also has a vital role in developing mobile learning applications and infrastructure. This research provides an objective view of research trends and mobile learning needs in Indonesian middle schools, provides direction for further research, and supports the development of more innovative and inclusive education in the future.

IJCM_414A: Perception and pattern of usage of M- learning among medical students studying in Mangalore

Background: Mobile learning (M- learning) is the process of using a mobile device to access and study learning materials and to communicate with fellow students, instructors, or institutions. It can be utilized by both medical students as well as doctors to enhance educational and workplace activities, with the potential to enhance overall patient care and knowledge. This study aims to find out the perception of medical students towards the usage of M- learning in medical education and to determine the patterns of usage of M-learning among medical students. Methodology: This cross-sectional study was conducted among 469 students of Kasturba Medical College, Mangalore. The data was collected using a self- administered questionnaire- consisting of 2 sections: 1) General information of study participants 2) Perception of the mobile learning applications and its advantages and disadvantages. Data was analyzed using SPSS version 25. Descriptive statistics were expressed in mean (±SD), medians and percentages. Appropriate statistical tests were applied, and results were interpreted. P value > 0.05 was considered statistically significant. Results: The survey reveals a significant level of awareness and utilization of medical apps among medical students of the study settings, with 97.9% aware of their existence and 69.9% using them for educational purposes. More than half (55%) prefer smartphones for M-learning, primarily for reference (47.8%) and handy features (49.0%). The majority (76.0%) believe these apps save time and enhance knowledge (73.2%), express interest in college- specific apps (75.1%) and promote M-learning within the curriculum (60.8%). However, about 57.0% of students disagree with the usage of these app by non-medical personnel. Conclusions: This study demonstrates that M-learning is common among medical students and that it is utilized to supplement and expand the substantial amount of medical information that students must learn and comprehend.

The effect of mobile application to promote learning English for primary school students

This study aims to investigate the impact of mobile learning apps on primary school students' motivation and performance in English using Mayer's Cognitive Theory of Multimedia Learning. Monotonous traditional education lowers student motivation, lowering student performance in English. This will also impact their performance in English. Mobile learning applications built on Mayer's Cognitive Theory of Multimedia Learning may be one way to increase students' motivation, which will help them solve problems more effectively and boost their performance. A pre-experimental study design was used, in which one group was examined with a comparison within a single group observed through time in the control group. A primary school's 26-year-five students were the samples discovered through purposive sampling. A questionnaire examined the effectiveness of motivation. In the meantime, students' performance was evaluated using an achievement test. Validity and reliability tests have been conducted on each instrument. To examine the impact of motivation and performance, a Wilcoxon Signed Rank-test is used to compare the mean before and after the intervention. During the intervention, a semi-structured interview was undertaken to learn more about how students perceived Mayer's Cognitive Theory of Multimedia Learning-based mobile learning apps. The data from the interviews were analysed using thematic and coding analysis. As a result, the intervention can improve student performance in primary school English with significant mean changes, supported by the data from encouraging responses from the interview session.

Improve speaking skills with Duolingo’s mobile game-based language learning

The purpose of this research is to evaluate the effectiveness of Duolingo's game-based methodology in improving speaking proficiency within mobile language learning, while also examining the specific attributes and strategies contributing to its success and exploring implications for language education and learner optimization. Given the growing prevalence of mobile language learning platforms, the research meticulously scrutinizes the specific attributes and strategies employed by Duolingo that contribute to the refinement of oral fluency. This study employs a mixed methods design, integrating phenomenological and experimental approaches through a pre, post and attainment speaking tests with a control group design supported with metaphorical perceptions. The findings underscore the pivotal role of assimilating technological advancements and gamified pedagogical approaches within language education to expedite effective intercultural communication across multifarious linguistic landscapes. Furthermore, the results emphasize the importance of continuously adapting language learning methodologies to leverage emerging technologies and gamification strategies in order to foster effective communication skills in diverse linguistic contexts. The implications for prospective inquiries advocate for longitudinal investigations delving into the enduring implications of mobile game-based language learning on comprehensive linguistic acquisition, necessitating comparative inquiries to ascertain the comparative efficacy of diverse mobile applications in fostering distinct language proficiencies. Additionally, probing the influence of individual learner attributes and predilections in optimizing the utilization of mobile language learning applications could yield valuable insights for tailoring language acquisition paradigms.

واقع استخدام طلبة المدارس الإعدادية لتطبيقات التعلم المتنقل واتجاهاتهم نحوها

The goal of the current research is to identify the reality of middle school students use of mobile learning applications and their attitudes toward them in the city of Mosul. To achieve this goal, the descriptive survey method was used, as the researcher prepared a questionnaire consisting of (25) items coupled with five alternatives, and after verifying the validity and reliability of the questionnaire, he applied it. The researcher studied the basic research sample, which consisted of (380) male and female middle school students for the fifth scientific and literary grad in the city Mosul. The results of the research showed that the reality of using mobile learning applications and their attitudes towards them from the student's point of view were high, with an arithmetic average of (4.023), The results also showed that there were statistically significant differences in the reality of using mobile learning applications due to the type variable and in favor of female. The research results also showed that there were no statistically significant differences between the responses of the sample members due to the branch variable Academic (scientific, literary). Keywords: mobile learning, Mosul city schools.

Empowering Problem-solving in Computer Science: A Need Analysis for a Computational Thinking Mobile Learning Application

The advancement of digital technology has revolutionized education across all levels, giving rise to digital learning as a novel pedagogical environment. Among the subjects at the forefront of this transformation is computer science, introduced in matriculation colleges to supplant traditional information technology courses. However, computer science poses inherent complexity, demanding abstract thinking and diverse problem-solving methodologies. Computational thinking (CT) emerges as a promising approach to address these challenges, recognized as a vital skillset for fostering innovation in digital technology among students. The ubiquity of smartphones and mobile internet facilitates the adoption of mobile learning, offering students the flexibility to access educational content anytime, anywhere. Consequently, this need analysis study aims to assess current teaching practices in computer science and identify the need for mobile learning applications that integrate CT as a problem-solving technique among matriculation college students. Interviews with three computer science lecturers revealed a reliance on conventional pedagogy with limited blended learning approaches through college portals. Notably, specific techniques for imparting programming problem-solving skills were lacking. Nonetheless, it is noteworthy that all instructors recognized the considerable potential of mobile learning applications in effectively engaging students and facilitating the development of problem-solving proficiency.

Assessing the Role of Mobile Applications in Improving Stoichiometry Understanding among Matriculation College Students: An Investigation

Mobile learning is anticipated to enrich learning experiences, enabling students to access educational content regardless of time or place. In light of the widespread use of smartphones for daily activities and ubiquitous mobile access to the internet, the mobile learning approach becomes feasible. The digital era has initiated significant transformations across various facets of contemporary life, with education being no exception. However, a persistent challenge lies in identifying suitable digital learning platforms and tools to effectively engage students in learning at their own pace, particularly in disciplines such as chemistry at Matriculation College. Chemistry, being a highly complex subject, demands abstract thinking and diverse problem-solving approaches. Computational Thinking (CT) emerges as a potential problem-solving technique in 21st-century learning that is applicable in teaching and learning chemistry. These skills are considered essential for enhancing the digital technology innovation capacity and should be nurtured among students. Therefore, the purpose of this study is to assess the current teaching and learning methods in chemistry and determine the necessity for a mobile learning application that introduces CT as a problem-solving technique among matriculation college students studying chemistry. Findings reveal that lecturers mainly use conventional teaching methods, incorporating blended learning through platforms such as YouTube for video lectures and the distribution of notes through messaging apps like WhatsApp and Telegram platforms. Notably, there is no standardized technique employed by lecturers in teaching chemistry problem-solving. However, all of them acknowledge the potential of mobile learning applications that integrate CT to effectively engage students in developing problem-solving skills, particularly in the context of solving stoichiometric problems.

Android-Based Mobile Learning Application Using App Inventor on Computer Operating System Material: The Development and Validity Study

Mobile learning apps are widely acknowledged for their effectiveness in enhancing learning results. This study aims to develop and validate an Android-based mobile learning app for computer operating system principles. Using the user-friendly App Inventor platform known for visual programming, it integrates interactive modules and multimedia for diverse learning styles. The study adopted a Research and Development approach following the ADDIE model (analysis, design, development, implementation, and evaluation). The research was conducted at Universitas Negeri Padang and Universitas Muhammadiyah Muara Bungo and involved 10 participants. The analysis of questionnaire-based data conducted by media and material experts categorized the Android-based learning media as "Appropriate", achieving an over-all average of 82.51% and 82.29%, respectively. Meanwhile, student evaluations rated this media as "Feasible" with a score of 82.72%. In conclusion, the development of this Android-based mobile learning application for computer operating system material demonstrates significant potential as an innovative educational tool. The validation process highlighted its potential effectiveness and offered valuable recommendations to enhance its educational value. These findings make a meaningful contribution to the ongoing discourse surrounding the integration of technology-driven learning approaches into traditional education, benefiting educators and developers seeking to create impactful mobile learning experiences.

Development of Basic Geology Mobile Learning Based on Android Indonesia Geodiversity Area

Basic Geology is a prior knowledge that needs to be supported by a flexible learning environment through the use of mobile technology. Through the supports of mobile technology, students will gain freedom of access because they can be used anytime and anywhere. The progress and speed of technological development, the ease and practicality of using smartphone devices are the potential, opportunities and challenges for presenting mobile technology in learning. The presence of generation Z who are already familiar with technology has reinforced the need to utilize technology to accommodate them in learning better. The aim of this development research is to produce a learning product in the form of a Basic Geology mobile learning application to support learning anywhere and anytime and to determine the feasibility of the product in terms of media and materials, as well as responses from users. This research uses the Lee & Owens model in developing mobile learning applications. Data was collected using a questionnaire filled out by media experts, material experts and service users in the Indonesian Geodiversity Area. The results of this research are (1) user needs for mobile learning to support Basic Geology learning by providing learning resources and building learning communities, (2) producing Basic Geology mobile learning products, (3) results of feasibility tests by media experts, material experts and Individual, small group and field trials show that mobile learning is suitable for use in learning.Keywords: geodiversity; basic geology; mobile learning

Development of a mobile learning network for science with augmented reality and its impact on students’ literacy and numeracy

The aim of the current research is to develop the Mobile Learning Network for Science application with Augmented Reality (MLNFS-AR) application on the topic of atomic structure and chemical equilibrium. The study was conducted in four public schools in Jakarta, Indonesia. The Borg and Gall development cycle was adopted in this study, including preliminary research, planning and developing learning media, and validation, evaluation, and revision. Regarding the assessment results from media experts, the mobile learning application was declared very feasible with a percentage of 91.7% for the topic of atomic structure and 87.2% for the topic of chemical equilibrium. The results of the material and language feasibility assessments were 81.6% for the topic of atomic structure and 82.3% for the topic of chemical equilibrium. The results of the media assessments for students were 92.9% for the topic of atomic structure and 89.9% for the topic of chemical equilibrium. The results of the media assessment by chemistry teachers were 97.1% for the topic of atomic structure and 94.7% for the topic of chemical equilibrium. Overall, this mobile learning medium is categorized as very feasible to use as a learning support medium. In addition, the MLNFS-AR app is effective in improving student literacy and numeracy. In sum, the mobile learning app, MLNFS-AR, can be used as a flexible learning medium, can be used anytime and anywhere, and makes it easier for students to learn chemistry.

Exploring the Impact of Octalysis Gamification in Japanese M-learning Using the Technology Acceptance Model

Indonesia is a country with the second highest number of Japanese language learners in the world. However, with the main language of Indonesia being derived from the roman alphabets, it makes Indonesian students hard to get used to learning Japanese alphabets, especially Kanji. This study aims to develop a gamified mobile learning application following the Octalysis gamification framework, and assess its impact in garnering student’s acceptance to enhance their Japanese Kanji learning experience. This study was conducted quantitatively using the Technology Acceptance Model, and analyzed through the Structural Equation Model. The data were collected via questionnaires from 194 members of the local Japanese learning community. The variables analyzed in this research are Perceived Usefulness, Perceived Ease of Use, Attitude Towards Using, and Behavioral Intention. All variables are tested for validity and reliability using SPSS Statistics, and structural equation model analysis using SPSS AMOS. The results showed positive significant correlations between Perceived Usefulness and Attitude Towards Using, Perceived Ease of Use and Attitude Towards Using, and Attitude Towards Using and Behavioral Intention. The result also noted a negative correlation between Perceived Usefulness and Behavioral Intention. Each variable contributes to the acceptance of the gamified mobile learning application with a strong emphasis on Perceived Ease of Use, and a mild emphasis on Perceived Usefulness.