Mobile Learning Research Articles

Effect of Gamification Combined with Mobile Learning on Chinese Language Speaking Skills of Second-Year Foreign Students at Guangdong University of Foreign Studies

Background and Aims: In the era of the mobile internet, transforming language learning content into interesting game tasks could stimulate students' interest in learning and improve engagement and learning outcomes. The study aimed to evaluate the impact of gamification combined with a mobile learning approach on students' Chinese language speaking skills and satisfaction. The significance of the study was to innovate teaching methods and improve oral expression. Students were guided to participate in interactive learning by designing gamified learning tasks with clear objectives. Methodology: This study utilized a pre-experimental design featuring a one-group pretest-posttest model. The sample of this study was 30 second-year foreign students studying at Guangdong University of Foreign Studies derived from a cluster random sampling method. The research tools were (1) Course lesson plan, (2) Chinese language speaking skill test, and (3) Student satisfaction questionnaire. Conduct pre-test and post-test on the sample using the Chinese speaking proficiency test, and analyze the mean, standard deviation, paired sample t-test, and one sample t-test of the data using statistics. Result: After using gamification combined with mobile learning, students' Chinese language speaking skills improved by 13.75%, surpassing the predetermined criteria of 70% and the difference was statistically significant at 0.05. Based on the scores from the statistical student satisfaction questionnaire, the overall results of Gamification combined with mobile learning by students are at a high level with (M=4.02, S.D. = 0.77) Conclusion: The study confirms that learning management using gamification combined with mobile learning significantly enhances Chinese language speaking skills it stimulates students' interest in learning, develops their independent learning ability, boosts their motivation and initiative, and caters to their individual learning needs. This is a new trend in future education.

Utilization of Generative Artificial Intelligence in Nursing Education: A Topic Modeling Analysis

The advent of artificial intelligence (AI) has prompted the introduction of novel digital technologies, including mobile learning and metaverse learning, into nursing students’ learning environments. This study used text network and topic modeling analyses to identify the research trends in generative AI in nursing education for students and patients in schools, hospitals, and community settings. Additionally, an ego network analysis using strengths, weaknesses, opportunities, and threats (SWOT) words was performed to develop a comprehensive understanding of factors that impact the integration of generative AI in nursing education. The literature was searched from five databases published until July 2024. After excluding studies whose abstracts were not available and removing duplicates, 139 articles were identified. The seven derived topics were labeled as usability in future scientific applications, application and integration of technology, simulation education, utility in image and text analysis, performance in exams, utility in assignments, and patient education. The ego network analysis focusing on the SWOT keywords revealed “healthcare”, “use”, and “risk” were common keywords. The limited emphasis on “threats”, “strengths”, and “weaknesses” compared to “opportunities” in the SWOT analysis indicated that these areas are relatively underexplored in nursing education. To integrate generative AI technology into education such as simulation training, teaching activities, and the development of personalized learning, it is necessary to identify relevant internal strengths and weaknesses of schools, hospitals, and communities that apply it, and plan practical application strategies aligned with clear institutional guidelines.

(Re)defining Mobile Learning in the Post COVID-19 and GenAI Era

Mobile learning, thrust into the spotlight during the COVID-19 pandemic, has a rich 40-year history with a robust body of research predating 2020. This concise paper revisits mobile learning in light of the accelerated technological advancements and shifting educational practices post-pandemic. By examining the evolution of mobile learning frameworks and integrating recent advancements in AI and wearable technologies, we propose a contemporary redefinition that emphasises an accessible mobile ecology. We further explore the theoretical foundations and emerging scenarios in mobile learning, focusing on authentic learning experiences with current trends.

Heutagogical-based mobile social media space

This concise paper aims to propose a framework for enhancing intercultural communication competencies among Chinese as foreign language (CFL) learners using Heutagogical-based Mobile Social Media spaces. Integrating qualitative and quantitative data analysis with Activity Theory (AT) and the Design for Transformative Mobile Learning (DTML) framework, this study seeks to develop a potentially effective educational approach. By leveraging mobile social media, the envisioned framework intends to support autonomous learning and foster intercultural competencies among CFL learners.

Development of circulatory system mobile learning (CSML) for grade XI students

The utilization of communication devices such as mobile phones as a learning support tool in the development of technology 4.0 is still low. The low mobile phone utilization as a learning support tool causes the variety of learning media used by teachers to be low. The low variety of learning media results in students having difficulty mastering the concept of learning material, especially circulatory system material in class XI. The difficulty of concept mastery on circulatory system material can be overcome through the development of circulatory system mobile learning (CSML). The research objectives are: 1) Develop CSML on circulatory system material in grade XI, 2) Test the feasibility of CSML, and 3) Know the response of teachers and students to CSML. The type of research is Research and Development (R&D) using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection uses feasibility validation questionnaires and response questionnaires. The data analyzed were the results of the feasibility assessment from media experts and material experts, and the results of responses from teachers and students. Data analysis was carried out quantitatively descriptive using a Likert scale of 1-4. The results of the study are 1) The result of developing CSML can be accessed online; 2) The results of the feasibility assessment from media experts were 82.27% and material experts were 89.59% with a very feasible category; 3) The results of teacher responses were 87.02% and student responses were 88.55% with a great category.

Application of Mobile Technology-Based Learning Analytics in Educational Assessment

Application of Mobile Technology-Based Learning Analytics in Educational Assessment

The Frontier Areas’ Student Acceptance of Physics Fun-based Mobile Application: Incorporating the Process-Oriented Guided-Inquiry Learning (POGIL) Strategy

The acceptability of technology is an essential factor to consider, particularly in frontier areas that encounter challenges related to availability and limited educational resources. This study aims to evaluate the acceptance of physics learning tools in a virtual laboratory (V-Lab) platform, utilizing the POGIL strategy, referred to as the Physics Fun-based mobile application. Mobile learning refers to the learning process carried out through mobile devices such as smartphones. The implementation took place at a senior high school located in West Papua Province, one of Indonesia's frontier areas, with 136 students participating. The Technology Acceptance Model (TAM) and Theory of Reasoned Action (TRA) were employed in this quantitative study. Structural Equation Modeling (SEM) was implemented for data analysis. The findings indicated that Attitude (ATT) and Behavioral Intention (BI) were significantly influenced by Perceived Ease of Use (PEU) and Subjective Norm (SN), respectively, while Perceived Usefulness (PU) did not have a direct effect on ATT. As a result, to enhance the acceptance of technology, teachers and technology developers should prioritize enhancing ease of use and reinforcing social factors. This should be done with a particular emphasis on the social benefits and simple accessibility of technology in the learning process, particularly in frontier areas.

Supporting equitable access to learning via SMS in Kenya: Impact on engagement and learning outcomes

AbstractThe use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid‐19 pandemic. Mobile phones often have high levels of ownership in low‐income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data‐heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy‐focused initiative for primary‐aged learners carried out in Kenya as part of the Tusome programme and through the SMS‐based M‐Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost‐effective in comparison with educational technology interventions in similar contexts. The findings show that this low‐connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low‐connectivity contexts. Practitioner notesWhat is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption.

Methodical Principles of Using Mobile Applications in the Professional Training of Future Biology Teachers

The article explores the methodical principles of using mobile applications during the professional training of future biology teachers in higher educational institutions. It is determined that the significance of using modern mobile learning tools is driven by the informatization of the educational process and the necessity to develop key information and digital competencies among future teachers. It is emphasized that forced distance learning requires new teaching methods and tools. It has been found that recently almost all students in general secondary education institutions possess and use mobile phones at a professional level. It is proven that smartphones or tablets can be effective learning tools for the educational process, provided that teachers are skilled in their application. The possibilities of using mobile applications in the educational process of the professional training of future biology teachers are analyzed, revealing methodical approaches to their use: in lectures and laboratory sessions on the methodology of teaching biology, in completing independent work tasks, and in informal or non-formal education.

Mobile learning for less-commonly taught languages: design and application

Mobile learning for less-commonly taught languages: design and application

The Effect of the Use of Mobile Learning Applications on Students' Listening Skills

Listening skills are a key element in language learning, serving as the basis for speaking, reading, and writing skills. This study explores the influence of mobile learning applications on students' listening skills, with a qualitative approach and case study design. The research subjects consisted of high school students and English teachers who used mobile learning applications. Data is collected through in-depth interviews, observations, and documentation of test results. The findings show that the use of mobile learning applications significantly improves students' listening skills, strengthens comprehension, and increases motivation to learn independently. Interactive features in the app, such as varied audio, practice questions, and instant feedback, allow students to learn in a more flexible and personalized way. Despite challenges such as the technology access gap, mobile learning apps offer innovative solutions that support inclusive learning. This study recommends the integration of technology in the language learning curriculum to facilitate the development of more effective listening skills. Thus, mobile learning not only improves learning outcomes but also builds students' interest in language learning, preparing them for the challenges of global communication.

The Impact of Blended Mobile Learning on EFL Students’ Vocabulary Development

The study's objective is to examine the effects of Blended Mobile Learning (BML) on the vocabulary development of EFL preparatory students and their views of BML. As a mixed method study, it was conducted with 40 preparatory students at a state university in Turkey. While the control group studied vocabulary by reading texts only in the classroom by adhering to the textbook, the experimental group, in addition to the same instruction, was taught vocabulary outside the classroom in a virtual classroom opened through the Google Classroom application. A pre-test and a post-test were administered to the students to determine the impact of BML on their vocabulary development. The results of the tests were analyzed with SPSS program and the vocabulary development of groups was compared via an independent T-test. Additionally, a structured interview was done with the students of the experimental group to determine their views of BML. Students' responses were analyzed using the MAXQDA 2020 program with the method of content analysis. This research has led to the conclusion that BML, as a teaching method, strengthens the vocabulary development of the preparatory students and motivates them to learn vocabulary.

EFL Undergraduate Learners’ Experience on the Use of Mobile Applications for Independent Language Learning

This study analyzed Chinese university EFL learners' experiences with mobile apps for self-directed English learning. Surveying 199 English majors and interviewing 8, it found that students utilize apps for skill enhancement and exam prep, perceiving them as useful, albeit with varying degrees of effectiveness. Insights suggest fostering mobile learning initiatives and reforming university English pedagogy, enabling students to leverage personal experiences for learning gains and teachers to tailor teaching based on student feedback.

Research on Mobile Learning (M-Learning) in Higher Education: A Systematic Review (2016 to 2023)

This study investigates the evolution of mobile learning (M-Learning) applications in higher education between 2016 and 2023. This period marks an era of significant technological innovations and the profound impacts of the COVID-19 pandemic on education. The purpose of this research is to delineate how M-Learning applications are represented in the academic literature during this time and to identify research trends within this field. The research is based on a systematic review of 161 academic articles related to M-Learning, published between 2016 and 2023 in the Scopus and Web of Science databases. The study utilizes the TCCM (Theory, Context, Characteristics, Methodology) framework to conduct an in-depth analysis of theoretical approaches, research contexts, learning characteristics, and methodological strategies in the literature. The findings reveal that M-Learning positively impacts areas such as collaboration, skill development, and self-assessment among students. The effective use of mobile devices as educational tools by instructors and students is identified as crucial for the success of M-Learning applications. Moreover, the success of M-Learning is closely linked to users' attitudes toward technology and the integration of technological and pedagogical supports into the learning processes. This systematic review provides significant insights into how M-Learning can transform learning and teaching practices in higher education. It suggests strategic planning and further research for educators, policymakers, and researchers on integrating mobile technologies into learning processes. Specifically, there is a need to explore the long-term effects of M-Learning on student achievement and its applicability in various learning contexts.

Enhancing Digital Education: A Model for Effective Mobile Learning Implementation in Malaysian Higher Education

This study investigates the implementation of mobile learning (m-learning) services in the smart environment at Kolej Poly-Tech MARA (KPTM) in Malaysia, focusing on establishing effective practices for digital education. Despite the potential of m-learning as an educational tool, its adoption in Malaysia remains limited, with the COVID-19 pandemic highlighting the need for innovative approaches to learning. The research employs a mixed methods approach, gathering quantitative data from 365 respondents, including students, lecturers, and administrators, through Likert-scale questionnaires distributed via Google Forms. Qualitative data were obtained through interviews with 10 selected participants. The study identifies existing practices in m-learning, explores its benefits, and examines challenges faced during implementation. Utilizing descriptive analysis, one-way ANOVA, Independent T-Test, and Regression Correlation, the findings reveal a positive perception of m-learning among stakeholders, alongside challenges related to infrastructure and training. The primary contribution of this research is the development of a model of good practice that provides guidelines for KPTM and other higher education institutions aiming to enhance the quality of mobile learning services. This model emphasizes the importance of accessibility, professional development, and stakeholder collaboration, positioning KPTM toward a more effective digital education landscape. Overall, the study underscores the critical role of m-learning in fostering flexible and engaging learning environments while addressing the barriers to its implementation in Malaysia.

Mobile single-lead ECG atrial fibrillation prediction enhancement integrated by standard ECG algorithm with Deep learning model

Abstract Background Artificial intelligence (AI) using electrocardiogram (ECG) enabled to predict atrial fibrillation (AF) in patients without documented AF. Mobile single-lead ECG is more convenient to surveil cardiac rhythm with simple measurement. However, AI-enabled arrhythmia predictability by mobile ECG is limited due to single channel utilization and longer duration for arrhythmia diagnosis. We aimed to enhance mobile single-lead ECG AF prediction AI algorithm integrated with 12-lead ECG using deep learning model. Method Based on 552,372 12-lead ECG data of 318,321 patients, a statistical AF prediction model employing a deep-learning approach was constituted. Out of single-lead 13,509 ECGs from a total of 6,719 patients, we utilized a total of 10,287 normal sinus rhythm ECGs from 5,170 patients. Resnet structure was utilized to distinguish subtle changes of the vicinity of P-wave. Single-lead mobile ECGs were adjusted with noise filtering and segmented every 10 seconds. A random under-sampling was applied to reduce bias from data imbalance. Both 12-lead ECG and single-lead ECG were allocated to training, validation, testing datasets in a 6:2:2 ratio. Then, we conducted transfer learning using the standard 12-lead ECG’s deep learning model to improve performance of single-lead mobile ECG deep learning model. Results AF was annotated in 26,541 (4.8%) with 12-lead ECG whereas 1,443 (21.2%) with single-lead mobile ECG. The area under the curve (AUC) value for predicting AF was 0.910 with 12-lead ECG, and 0.742 with mobile ECG. The predictive performance of mobile ECG was 67.5% in accuracy, 64.2% in sensitivity and 66.8% in F1-score. The AUC value of mobile ECG after applying transfer learning based on 12-lead ECG for AF prediction was increased to 0.790 with accuracy of 73.8%, sensitivity of 65.5% and F1-score of 71.0%. Conclusion Integration with deep learning algorithm of standard 12-lead ECG significantly improved the model performance of single-lead ECG AF prediction model compared to single-lead mobile ECG only based model. Easy application of mobile ECG with enhanced AF predictability might serve a more convenient method as a pre-emptive assistive tool to provide probabilistic prediction for PAF screening rather than 12-lead ECG.

Behavioral Intentions of Higher Education Students toward Using Gadgets for Mobile Learning

Behavioral Intentions of Higher Education Students toward Using Gadgets for Mobile Learning

Development of Science Mobile Learning as an Innovation in Learning Media in Elementary Schools

Learning media innovation in the current era is starting to develop towards the use of technology. The learning media that is starting to develop today is smartphone-based. The use of smartphone-based media is inseparable from the rapid development and use of smartphones among students. Therefore, to reduce its negative impacts, it is necessary to develop smartphone-based learning media so that students can use their smartphones to help the learning process. This study aims to develop valid and practical science mobile learning that can be used to help the science learning process at the elementary school level. This type of research is R&D with the ADDIE type. The location of the research is at Hamzanwadi University with the research subjects being science education and PGSD students at Hamzanwadi University. Analysis of research data using V'Aikens related to media validity and practicality analysis related to the practicality of learning media. The results of the analysis show that the developed science mobile learning is valid feasible and practical to use in the science learning process in elementary schools.

Challenges and Opportunities of Implementing Education Technology in Rural and Underserved Areas of Tanzania, Assessing the Sustainability and Educational Impact of Such Initiatives

Purpose: The aim of the study was to analyze the challenges and opportunities of implementing education technology in rural and underserved areas of Tanzania, assessing the sustainability and educational impact of such initiatives. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The implementation of education technology in rural and underserved areas of Tanzania presents both challenges and opportunities. Key challenges include limited access to reliable electricity and internet connectivity, a lack of digital literacy among teachers and students, and insufficient infrastructure and resources to support tech-based learning. Unique Contribution to Theory, Practice and Policy: Diffusion of innovation theory, unified theory of acceptance and use of technology (UTAUT) & socio-constructivist learning theory may be used to anchor future studies on the challenges and opportunities of implementing education technology in rural and underserved areas of Tanzania, assessing the sustainability and educational impact of such initiatives. Teachers should receive ongoing, hands-on training to integrate digital tools into their pedagogy, which would enhance both teaching effectiveness and student engagement. Policies should incentivize telecommunication companies to offer affordable data packages for educational purposes and extend mobile learning platforms to areas with limited connectivity.

Exploring the Impact of Mobile Devices in E-Learning: A case Study Evaluating its Effectiveness

Aim. The integration of mobile devices into educational environments has revolutionized the landscape of e-learning, presenting new opportunities and challenges. This research paper aims to examine the pivotal role of mobile devices in the e-learning environment and assess the effectiveness of mobile learning applications in enhancing the educational experience. Methodology. The study employs a mixed-methods approach, combining quantitative data through surveys and usage analytics with qualitative insights derived from interviews and focus group discussions. Results. By analyzing the perspectives of both educators and learners, the research investigates how mobile devices contribute to the flexibility and accessibility of e-learning content. Additionally, the paper evaluates the effectiveness of various mobile learning applications in promoting engagement, knowledge retention, and overall learning outcomes. It scrutinizes the features that contribute to the success of these applications, such as user interface design, interactivity, and adaptability to diverse learning styles. Furthermore, the research delves into the challenges associated with mobile learning, including issues related to device compatibility, connectivity, and user motivation. Strategies to overcome these challenges and optimize the benefits of mobile learning are explored. The findings of this study are expected to provide valuable insights for educators, curriculum designers, and developers of mobile learning applications. Conclusion. The research contributes to the ongoing discourse on the effective integration of mobile devices in e-learning environments and offers recommendations for optimizing the design and implementation of mobile learning strategies.