Mobile Learning App Research Articles

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.

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.

РОЗРОБЛЕННЯ МОБІЛЬНОГО ДОДАТКУ ДЛЯ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ З ВИКОРИСТАННЯМ МАШИННОГО НАВЧАННЯ

Recently, Ukrainians, especially those who have suddenly found themselves abroad, have faced the need to learn different languages. Each language is associated with the culture of a country, so by learning it, a person not only gets a communication tool, but also immerses himself in the life and customs of the country. Knowledge of foreign languages opens up opportunities for both study and work outside of Ukraine. The growing popularity of mobile devices and the availability of high-speed Internet make mobile language learning apps increasingly popular and effective tools. The purpose of this work is to investigate the possibility of using machine learning algorithms to create a mobile application for learning a foreign language. The ML Kit SDK was used to create a mobile application with a wide range of functions. In the context of learning a foreign language, ML Kit SDK is used to recognize and process speech, translate text, and identify the most important words or phrases in a text, parts of speech, nouns, verbs, adjectives, etc. The mobile application allows you to create unique and personalized settings for each user based on their personal data and preferences. The application offers users a wide range of features in the form of interactive exercises, personalization, progress tracking, and offline support. The software product helps users memorize new vocabulary faster and easier when learning a foreign language. The app is available on mobile devices, making it convenient to use anywhere and anytime. The target audience is people learning a foreign language, students, professionals who need foreign language vocabulary for work, etc. The mobile application can also be useful for foreign language teachers looking for innovative and effective methods of teaching their students.

Exploring High School Students' Acceptance and Use of Mobile Applications for English Language Learning

This study explored the perceptions and attitudes of high school English learners towards mobile language learning applications in a southeastern province of Türkiye. It also examined how factors such as gender, age, school type, smartphone ownership, and regular internet access influence the use of these applications among high school EFL learners. The research involved 650 high school students aged 15 to 17 years old, across 9th, 10th, and 11th grades, and was conducted using a mixed-methods approach, predominantly quantitative. Questionnaires were distributed in four different public high schools, and semi-structured interviews were carried out with 30 volunteering students. Findings indicated that high school EFL learners generally held positive perceptions and attitudes towards mobile language learning apps, using them for various purposes, including practicing and developing English language skills. Keywords: Mobile-Assisted Language Learning, English as a Foreign Language, Learning English, Mobile Applications

The Attitudes and Perceptions of Saudi EFL Learners Toward Using English Language Learning Mobile Apps for Learning English

This study investigated the views of Saudi EFL students toward using English Language Learning Mobile Apps (MELLA) to learn English. A quantitative approach consisting of questionnaires was used to collect data from eighty-nine participants who shared their attitudes and perceptions about MELLAs. Questionnaire items were rated on a Likert scale which ranged from “Strongly Disagree” (1, very low) to “Strongly Agree” (5, very high). Mean Likert scale scores were used to evaluate participants’ responses. The study found that Saudis’ perceptions of MELLA exceeded their attitudes. Moreover, gender differences were found in Saudis’ attitudes toward the use of MELLA. The highest-ranking female attitude mean scores were observed on items related to pronunciation, dictionary, and listening apps while the highest-ranking male attitude mean scores were related to dictionary, listening, and vocabulary apps. Furthermore, the Saudis’ mean score for MELLA perception was higher than the mean score for MELLA attitude. Results also show that females have a higher perception than males. Finally, minor gender differences regarding MELLA perception were also found; the highest female mean scores were based on easiness and flexibility in the use of apps while males highly perceived the convenience of using an app anywhere and at any time as being most important to them.

USE OF LEARNING APPS IN TEACHING ENGLISH AT UNIVERSITIES

This paper demonstrates the results of the study on using mobile learning apps for teaching English at Kazakhstan universities. Use of learning apps is considered to be an important factor in keeping young people interested in learning. Moreover, learners take this opportunity to use the mobile apps to learn the language skills and focus more on learning them both inside and outside the classroom. Use of learning apps has added new dimensions in teaching and learning English. They opened new potential for students and increased their level of language preparation and formation of language skills. Through learning apps, a personality-oriented approach to learning is implemented, individualization and differentiation of learning is provided taking into account the abilities of students.

A Study on Adoption of Mobile Learning Apps (MLA): Development of an Integrated Framework in a Multinational Context

A Study on Adoption of Mobile Learning Apps (MLA): Development of an Integrated Framework in a Multinational Context

Exploring the Features of Mobile Language Learning Apps (MELLAs) for Improving English Language Skills in College Level Students

This study investigated the features of mobile language learning apps (MELLAs) that college students prefer for improving their English skills. The research surveyed 40 students from two government colleges in Khairpur. The researcher employed a mixed-methods approach, analyzing quantitative data in MS-Excel (likely survey responses agree, strongly agree, neutral, disagree, strongly disagree) in tables first, followed by qualitative data (potentially open-ended questions through face-to-face interviews) presented in graphs based on the quantitative findings. The study suggests that using MELLAs for self-directed learning is an effective way for college students to improve their English, favoring this approach over traditional methods in which students use themselves. It is said to be self-directed language learning that saves time. Further, this study recommends improving language learning apps and learning strategies. It aims to provide a foundation for future studies in this area, potentially benefiting learners, teachers, parents, and others interested in mobile language learning.

The effectiveness of using mobile applications for studying in non-language specialties at higher education institutions

Using mobile apps for learning professionally oriented English is highly topical and widely recognized as an effective and convenient method for language acquisition. Mobile apps provide a range of benefits that contribute to their popularity among undergraduates. The key reasons why using mobile apps for learning English is considered topical: accessibility, convenience, interactive and engaging content, personalized learning, variety of learning materials, social and community features, progress tracking. So, the aim of the paper is to study the effectiveness of mobile applications for learning professional English during the study at higher education institutions in Ukraine. Instruments of data collection used were analysis of scientific sources, questionnaires, interviews, and focused group discussion. The results of questionnaires and interviews prove the need to use mobile apps for developing the level of English by students of higher education institutions. Searching the problem provide the opportunities to determine the most used mobile apps for studying English and describe their advantages in the process of learning English in non-linguistic specialties. The process of learning English at higher education establishments aimed at using mobile apps proved the effectiveness of such process because of increasing English level of Ukrainian higher education students.

Exploring the effectiveness of online learning tools and technologies while teaching Maritime English to future ship engineers

Maritime English proficiency is crucial for future ship engineers to effectively communicate, operate, and ensure safety in the globalised marine industry. The study is devoted to analysing the integration of language and technical skills, highlighting their symbiotic relationship in the educational context. This paper explores the development of modern approaches to teaching Maritime English, emphasising continuous assessment and adapting teaching strategies. The assessment and evaluation methods were used to measure language proficiency, demonstrating the importance of ongoing assessment to monitor progress and adapt teaching strategies. Additionally, this article examines the influence of e-learning and digital resources, shedding light on advancements, challenges, and opportunities in Maritime English education. The importance of cross-cultural communication training is discussed, emphasising its role in preparing future ship engineers for an international working environment on a ship. Case studies, best practices, and lessons conducted at Kherson State Maritime Academy (KSMA), Ukraine, are shared to provide practical insights for teachers. The implications of international language proficiency regulations in the maritime industry are also addressed. By analysing the impact of these pedagogical approaches on ship engineers' safety and crisis management capabilities, this article highlights the tangible benefits of effective Maritime English education. For mobile learning app developers, the study suggests integrating features that promote collaborative learning, interactive assessments, and personalised feedback to optimise learning experiences. Overall, integrating online learning tools and technologies (e.g. Moodle LMS) presents a promising avenue for advancing Maritime English education and preparing future ship engineers for the challenges of the marine industry today.

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.

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 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.

Studying students' attitudes towards the use of mobile applications and online resources for learning a foreign language in higher education institutions

The article deals with using mobile applications and online services for teaching foreign languages, which is becoming more and more widespread in the educational process of higher education institutions. There is a wide range of paid and free applications that are constantly being updated and developed. However, in the context of using such applications in higher education, selection and control become important tasks for a foreign language teacher. A survey of students from two universities reveals that the majority of students have experience of using mobile language learning apps, but only 67.9% recognise the positive impact on their level of knowledge. Among the disadvantages of their use are the monotony of tasks, loss of motivation, insufficient quantity and quality of information, and problems with performance stability. The analysis of the weaknesses of using mobile applications and online services for foreign language teaching points to important criteria for selecting resources for higher education teachers. First, given the different focus and functionality of applications, it is important to clearly understand the purpose and possibilities of using them as an additional teaching tool. Next, it is important to evaluate the autonomy of the app and take into account its affordability for students. Another important criterion is the ability to check assignments and track progress. The survey of students confirms a positive attitude towards the use of mobile applications, and the advantages they pointed out, such as convenience and accessibility, make these tools important for improving the process of learning foreign languages in higher education. Further research is needed to experimentally test the effectiveness of using certain mobile applications and online resources for teaching various aspects of a foreign language in the context of higher education

Rapid Design of a Student-Centred App for Musculoskeletal Clinical Skills: An Example of a Theoretically Informed Approach to Developing Apps for Learning.

The process to design mobile apps for learning are infrequently reported and focus more on evaluation than process. This lack of clear process for health professional education mobile apps may explain the lack of quality mobile apps to support medical student learning. The goal of this project was to develop a student informed ready for production wireframe model of a minimally viable mobile app to support learning of musculoskeletal (MSK) clinical skills. The Information Systems Research (ISR) framework and Design Thinking were combined for the mobile app design. The process followed the cycles and modes of the combined framework to; systematically review available apps, use a focus group to identify attributes of the app valued by students, define the initial plan for the mobile app, develop an app prototype, and test and refine it with students. The student focus group data had five themes: 1) interactive usability, 2) environment, 3) clear and concise layout, 4) anatomy and pathology, 5) cultural safety and 'red flags'. The prototyping of the app went through three cycles of student review and improvement to produce a final design ready for app development. We used a student-centred approach guided by design frameworks to design a minimally viable product mobile app to support learning of MSK clinical skills in ten weeks with a small team. The framework supported nonlinear, iterative, rapid prototyping. Student data converged and diverged with the MSK teaching methods literature. Of note our students requested cultural safety learning in the app design, suggesting mobile apps could support cultural safety learning.

Accessibility Evaluation of Interactive Learning Mobile Applications for Individuals with Intellectual Disabilities

In today’s education sector, mobile technologies, including tablets and smartphones, have become integral tools, enabling the implementation of mobile learning in pedagogical activities. However, accessibility issues in mobile applications pose challenges, particularly for individuals with disabilities, contradicting the goals of Sustainable Development and the Convention on the Rights of Persons with Disabilities. This paper aims to investigate the extent to which the industry considers accessibility in designing mobile learning applications for this specific user group. We evaluate the accessibility of interactive mobile applications designed for reading and alphabet learning, employing two different guidelines, by conducting heuristic evaluation based on research-based guideline and a design standard introduced by The World Wide Web Consortium. Three experts, each bringing a unique perspective and background, were engaged in the evaluation process. The heuristic evaluations were executed based on the criteria outlined in the selected guidelines. This involved identifying violations and employing a scoring system to quantify the findings. Subsequently, the experts engaged in discussions to achieve consensus and establish final scores for each checkpoint. The results provided a quantitative basis for our analysis. The results of the evaluation performed in this study expose a prevalent disregard for guideline checkpoints among these interactive mobile learning apps. Only two applications could be considered highly inclusive, indicating the need of improvement. Based on the results, the accessibility criteria were also categorized into four primary groups, highlighting the requirements that were least and most addressed by the applications.

Innovative Approaches in Continuing Medical Education: Revolutionizing the Path to Excellence

Introduction: Healthcare professionals' pivotal role in delivering quality care necessitates their continuous updating with the latest advancements through Continuing Medical Education (CME). Traditional CME methods, though valuable, have limitations. Aim: This article investigates how innovative CME approaches can enhance engagement and clinical competence among healthcare professionals. Methods: A review of the literature and analysis of various resources, guidelines and reports summarized by adding authors' personal perspectives. Results: Immersive virtual reality facilitates realistic simulations, enhancing clinical skills and reducing errors, but challenges include initial costs and ethical considerations. Personalized mobile learning apps offer flexible learning experiences tailored to individual needs, but face challenges like requirement of digital literacy, and content quality assurance. Incorporating game elements boosts engagement and knowledge retention, with challenges involving balancing gaming and learning. Blended learning, combining online modules with in-person experiences, bridges theory and practice but faces technological hurdles, and reduced face-to-face interaction. Personalized feedback and content delivery enhance engagement but encounter challenges like needing an algorithm design, data privacy and development costs. Conclusion: Innovative CME approaches are reshaping medical education, offering the potential to improve patient care outcomes. Addressing challenges and embracing these innovations is essential for healthcare professionals to excel in their fields and deliver high-quality care.

Analysis of a mobile learning app for ophthalmology in Brazil

Analysis of a mobile learning app for ophthalmology in Brazil

Evaluation of User Experience on Learning Management System for Programming Course Through User Experience Questionnaire Method

The transition from the pandemic period to normal again requires adaptation to habits, one of which is in learning, which was previously carried out online, now the learning model is offline again. Students are accustomed to using gadgets in their daily lives. Even in the current conditions, although the situation returns to its original state, adaptation is needed, one of which is in the learning model and making learning media to support teaching and learning activities. Therefore, in this study we propose the idea that the application of gamification in mobile learning using Case Based Learning is expected to make it easier for students to understand the material, increase students’ competitive spirit, and motivate students to learn. This research uses ADDIE which is an acronym for Analyze, Design, Develop, Implement, and Evaluate. The trial was carried out by material and media tests, small group tests, and field tests. Data analysis in this study used descriptive statistical tests and qualitative analysis. On the results of the UEQ questionnaire test, the Attractiveness scale obtained a score of 1.60, the Perspicuity scale obtained a score of 2.00, the Efficiency scale obtained a score of 1.61, the Dependability scale obtained a score of 1.00, the Stimulation scale obtained a score of 1.14, and the Novelty scale obtained score 0.90. Based on the results of the UEQ questionnaire testing, the design improvement solution obtained a positive score and showed improvement compared to the initial evaluation. The development of mobile learning apps is expected to be a source of mathematics learning materials that are practical in nature and can be used anytime and anywhere by students.

Exploring in-service preschool teachers’ acceptance of mobile learning in science teaching practice

In the sphere of preschool and elementary education, new interactive technologies built on intelligent mobile devices and auxiliary applications have drawn increasing attention. Based on the UTAUT2 (The expanding of the unified theory of acceptance and use of technology) theoretical model, the purpose of this study is to understand the situation of pre-school preschool teachers’ willingness to use mobile learning. This study conducted a survey on 329 in-service preschool teachers in 9 cities in Fujian Province, China, and conducted data analysis through statistical analysis software SPSS (Statistical Product and Service Solutions) 22.0 and AMOS (Analyze of Moment Structures) 22.0, verifying the UTAUT2 model in Effectiveness in understanding in-service early childhood teachers’ intention to move to learn. The results of structural equation modeling show that the proposed model has acceptable fitting data. The results of the study show that in-service preschool teachers have the willingness to actively accept mobile learning. Among many influencing factors, performance expectancy, effort expectancy, social influence, facilitating conditions, learning value, habit have significantly impact on behavioral intention to accept mobile learning. In addition, hedonic motivation did not support to affect behavioral intention and habit to affect use behavior. The study has important implications for researchers, educators, policy makers and mobile learning app designers.