Mobile Learning Application Research Articles

Visual Communication Design for Mobile Learning Apps: User Interface Usability and Learning Engagement

This study explored the visual communication design for the mobile learning applications through user interface usability and learning engagement. This experiment also observed the mediating impact of cognitive load in the relationship between user interface usability and learning engagement. The method adopted for the study was quantitative method and the data was collected by adopting a questionnaire survey strategy. The data was collected from the higher education institutions in China located at different regions and the target population of the study were the current enrolled students at these institutions. The study tested the research hypotheses through structural equation modelling. CFA was used to evaluate the fitness of the measurement model. The findings of the study indicated that user interface, and student engagement were effective indicators of visual communication design. The study would be a great contribution as it dealt with emerging topic of visual communication design in the educational sector of China, advocating the use of mobile learning applications. The study would also offer significant insights to managers and policy makers. Future researchers could maneuver qualitative research design to analyze the perspectives, viewpoints and subjective opinions in the subject.

Design and validation of a usability evaluation questionnaire (UEQ) for mobile learning applications

PurposeUsability is one of the key concerns in the development of mobile learning applications. The aim of this paper is to design and validate a usability evaluation questionnaire (UEQ) for mobile learning applications.Design/methodology/approachThe UEQ was developed in four stages: selecting primary studies and extracting usability problems, thematic analysis, creating UEQ items and validation and reliability using confirmatory factor analysis (CFA).FindingsCFA to derive the model fit was computed using AMOS to test the construct validity. The model-fit values were within their respective expected acceptance levels. To assess the reliability of the instrument item loadings, the internal consistency coefficients such as Cronbach’s alpha, McDonald’s Omega and composite reliability were considered. Indicator loadings ranged between 0.735 and 0.933, fulfilling the threshold of above 0.7.Originality/valueThe study provides a novel UEQ for mobile learning applications, which can be used by developers and in academic research to assess mobile learning applications.

EFL STUDENTS' PERCEPTION ON THE USE OF A MOBILE LEARNING APPLICATION “ENGLISH VOCABULARY” IN VOCABULARY LEARNING

In today's era, technology permeates every aspect of daily life, including the field of education. There is a concept in education known as mobile assisted language learning (MALL). One instance of its application is the usage of mobile learning applications for vocabulary learning. This study was conducted to find out students' perceptions regarding the use of mobile learning applications (English Vocabulary) in learning vocabulary. Using the qualitative method, the researcher conducted interviews with five high school students who were selected purposively. The results showed that all participants felt helped by the mobile learning application during the learning vocabulary. Besides being easy to use, this application has various fun features that allows students to have pleasant learning. More into this, the students agree that the application should cover more complete material such as grammar, tenses and conversation. The study's findings suggest that mobile learning can assist students learn vocabulary, particularly when there is a pronunciation guide

Potential Benefits of Information Technology Trends in Nigerian Tertiary Institutions

In recent years, research on the possible applications of IT trends in tertiary institutions has grown significantly. This review focuses on the impact of numerous IT trends on tertiary education. The main objective of this review is to give a general overview of 45 related published articles sourced from five research databases between 2015 and 2023. The review discusses a variety of IT trends, such as artificial intelligence (AI), cloud computing (CC), the internet of things (IoT), data analytics and big data, cybersecurity, and virtual and augmented reality (VR and AR), and how it improve communication and collaboration. It also discusses how big data analytics is used to make better decisions, integrate AI into tertiary institutions, the potential of mobile learning apps, and how virtual reality is used in science education, cloud computing implications, and gamification applications. The review also shows how IT trends are becoming increasingly significant in changing how students learn at postsecondary institutions. The results demonstrate how learning management systems increase student engagement, while social media platforms have the ability to promote communication and collaboration. Additionally, the combination of artificial intelligence and big data analytics has exciting prospects for data-driven decision-making and individualised learning. Innovative methods to improve student learning and engagement are made possible by the use of virtual reality technology and mobile learning applications. The use of blockchain technology at tertiary institutions demonstrates its potential in fields like secure record-keeping and credentialing. The use of gamification also opens up new opportunities for boosting student engagement and motivation. at the final section, the effects of cloud computing at tertiary institutions are critically analysed, with an emphasis on the advantages and difficulties of cloud-based solutions.

A Review of Research on Mobile-Assisted Vocabulary Learning

More academics are concentrating on the topic of mobile-assisted language learning (MALL) on account of the advancement of mobile technology and the widespread use of mobile electronics in modern culture, and mobile-assisted vocabulary learning (MAVL) as a hot topic in MALL has attracted a large number of scholars. The study reviews some representative literatures during 2010-2023, including the impact of using mobile Short Message Service (SMS)/Multimedia Message Service (MMS) on Second Language (L2) word learning and the effectiveness of using mobile learning applications. Moreover, this study analyses the research methods used by previous researchers and summarises the results of the studies, finding that most of the experiments focused on vocabulary enhancement and retention, the effect on motivation, and learners perceptions and satisfaction. The results of many studies show that MAVL as a learning approach is better than the traditional vocabulary learning approach. Also, researches on MAVL has many pedagogical impacts on teaching of second and foreign languages in the future. However, researches have also shown that MAVL has some drawbacks that will hopefully be addressed in the future.

Exploring the Effectiveness of Gamification in Mobile Language Learning Applications: A Mixed-Methods Study

This paper presents a mixed-methods study that investigates the effectiveness of gamification in mobile language learning applications. The study explores how gamification elements influence language learning outcomes, motivation, and engagement. The specific game used in this study is “LanguageQuest,” a gamified language learning application that incorporates interactive activities, challenges, rewards, and progress tracking features. The study employs a combination of qualitative and quantitative methods to gather data from language learners who used the LanguageQuest app. The findings provide valuable insights into the impact of gamification on language learning and offer implications for language educators and app developers.

Evaluation and Design Recommendation of Interactive Mobile Learning Application for Individuals with Intellectual Disabilities

This study evaluates the usability of an app designed to improve literacy skills in individuals with intellectual disabilities named "Baca Yuk". The qualitative field usability studies engaged teachers specializing in working with individuals with disabilities, totaling twelve participants from two special needs schools. Usability issues were categorized into two groups: accessing learning materials and learning practice. These issues included challenges in recognizing speaker button status, forming syllables, pairing letters, dealing with multiple-choice questions, managing small text and touch areas, and comprehending complex image illustrations. From these issues, design recommendations were formulated to enhance the user interface and user experience for individuals with intellectual disabilities. Recommendations emphasized providing clear visual feedback, introducing tutorial screens for unfamiliar actions, simplifying complex processes, enlarging clickable areas and text, prioritizing simplicity in image illustrations, and reducing the number of answer options in multiple-choice questions. Additionally, valuable participant suggestions were considered, such as incorporating audio instructions, avoiding scrolling interfaces, and integrating audio feedback for quizzes. These suggestions aim to enhance accessibility and user-friendliness for individuals with intellectual disabilities which hold practical value for developers and designers striving to create inclusive and effective learning experiences for this unique user group.

Preserving and Nurturing Tausug Language: The Bahasa Sug Mobile Learning Application Tool for Enhancing Mother Tongue Development for Toddlers

In the fast-paced modern world, English and other commonly spoken languages have become prevalent even in Tausug households. This shift towards these languages presents difficulties in preserving and advancing the Tausug language. Therefore, it is essential to discover effective methods to cultivate language foundations and encourage the development of the mother tongue among Tausug toddlers. One hundred and sixty toddlers and 160 parents from eight Barangay in Jolo, Sulu, participated in a study. It was to investigate the effect between Bahasa Sug Mobile Learning Applications and traditional teaching methods in enhancing mother tongue development for toddlers. The results indicated high significance in favor of the Bahasa Sug Mobile Learning Application over the traditional teaching method, as shown by a t-test with a p-value of 0.05. The parents noted Bahasa Sug Mobile Apps' significant value in increasing their children's learning. Bahasa Sug, mobile learning applications, have become valuable tools for nurturing and preserving mother tongues in toddlers. These applications provide engaging and interactive experiences that align with children's natural learning processes. They can create an immersive and interactive environment for toddlers to develop and preserve their mother tongue. By embracing this mobile learning application, it can ensure the continuity and vitality of native languages, allowing children to maintain a strong connection with their cultural heritage and linguistic identity.

Learners’ Language Learning Style Preferences, Class Level, Gender, and Using Mobile Apps for EFL Learning Among Tunisian University Students

Currently, the utilization of mobile devices and more specifically mobile language applications is a current ongoing tendency. In line with this trend, this study investigated the linkage between language learning style preferences, class level, and gender on the one hand and the use of mobile applications for EFL learning among university students in Tunisia on the other hand. The considered variables were gauged using a Likert-scale response format questionnaire. The subjects were 180 Tunisian university students at the Higher Institute of Management of Gabes aged 19 to 28. Two data analysis procedures were used: namely, the Spearman Rho correlation giving insight into the correlations among the study variables, and the alpha internal consistency coefficient informing about the reliability of its instrument. Based on the study findings, students’ language learning style preferences proved to have a direct bearing on the use of mobile applications for EFL learning. Concerning the link between class level and mobile applications for EFL learning use, no meaningful relationships were registered between these two variables. As regards the correlation between gender and the use of mobile applications for EFL learning, no significant difference was detected between male students and their female counterparts. Through the achieved results, it is recommended that the interrelationship between students' differences and the use of mobile applications for EFL learning is a field of research that merits further scientific exploration to shed more light on the existing literature regarding the use of mobile applications for EFL learning.

Students' Perception of Mobile Application in Calculus Learning

Mathematics is a crucial subject that students learn from primary school onward. However, some students have a negative perception of mathematics, considering it difficult and tedious, especially among Generation Z, who have grown up in a world where information is readily available at their fingertips. So, traditional teaching methods may not be very effective. This study aimed to determine students’ perceptions of mobile applications in calculus learning. The study involved 35 students from a private university in Kedah. This quantitative study utilizes a survey method and employs a questionnaire as the research instrument. The perception questionnaire is divided into four categories: attractiveness, effectiveness, relevance, and motivation. Based on the research findings, this study concludes that students had a positive perception of four aspects—attractiveness, effectiveness, relevance, and motivation— when using a mobile application for calculus learning.

Potentials for Application of Information Technology Trends in Tertiary Institutions in Nigeria

In recent years, research on the possible applications of IT trends in tertiary institutions has grown significantly. This study focuses on the impact of numerous IT trends on tertiary education is the main objective of this study, which gives a general review of the linked related works published between 2015 and 2023. The study discusses a variety of IT trends, such as artificial intelligence (AI), cloud computing (CC), the internet of things (IoT), data analytics and big data, cybersecurity, and virtual and augmented reality (VR & AR) and how can it improve communication and collaboration. It also discuss how big data analytics can be used to make better decisions, how to integrate AI into tertiary institutions, the potential of mobile learning apps, and how virtual reality can be used in science education, cloud computing implications and gamification applications. The study also shows how IT trends are becoming increasingly significant in changing how students learn at postsecondary institutions. The results demonstrate how learning management systems increase student engagement while social media platforms have the ability to promote communication and collaboration. Additionally, the combination of artificial intelligence and big data analytics has exciting prospects for data-driven decision-making and individualised learning. Innovative methods to improve student learning and engagement are made possible by the use of virtual reality technology and mobile learning applications. The use of blockchain technology at tertiary institutions demonstrates its potential in fields like secure record-keeping and credentialing. The use of gamification also opens up new opportunities for boosting student engagement and motivation. at the final section, the effects of cloud computing at tertiary institutions are critically analysed, with an emphasis on the advantages and difficulties of cloud-based solutions.

Elementary School Students' Perceptions of STEM-Based Mobile Learning Applications

Elementary School Students' Perceptions of STEM-Based Mobile Learning Applications

Development of DelTalk (an English learning application) using Agile Method

English has become a world language that must be mastered by many people because English has dominated the era of communication to connect and transfer knowledge to the entire world. When it comes to the development of mobile applications for language learning, previous research has tended to emphasize testing on various technologies such as multimedia, virtual and augmented reality, conversational agents and artificial intelligence-based systems. This research, therefore, aimed to develop a mobile-based English learning application that provided English learning in the form of stories called the Deltalk. This mobile-based English learning application provides features in which the users can practice their speaking in English. This app was developed by integrating ASR (Automatic Speech Recognition) technology provided by NOVO Learning. The ASR was integrated with Deltalk through the API (Application Programming Interface) and Websocket. Deltalk development adapted two agile frameworks, including Scrum and Lean Software Development by performing MVP process one time.

Development of PKM Center Mobile Learning Applications Based on Android

Higher education institutions currently use digital technology in carrying out their activities, both academic and non-academic. This makes digital technology increasingly popular in the Education sector, especially Mobile Apps. Because of its ease of use, mobile device-based educational applications are currently very popular and widely accessible. To answer the challenges due to digitalization, the Faculty of Education conducted research "Development of the Android-based PKM Center Mobile Leaning Application, Faculty of Education, Surabaya State University". The development model used in this study is a procedural model that adapts the Borg and Gall R&D model. This research aims to developing the Android-based PKM Center Mobile Learning application and to find out the effectiveness of developing the Android-based PKM Center Mobile Learning application. The expected results of this research will be in the form of an Android-based PKM Center Mobile Learning application. Based on the results of the trials in this study it can be seen that the development of the Android-based PKM Center Mobile Learning Application at the Faculty of Education, State University of Surabaya has been successfully carried out. The PKM Center Mobile Learning application is effective in helping students meet their needs related to community service activities.

Improving the Spatial Ability of Distance Learning Students on the Material of Three-Dimensional Shapes through Mobile Learning Applications Based on Augmented Reality

This research develops a mobile learning application that produces a feasible and attractive product to be used as a learning resource. Then, the product was tested quantitatively on users to determine the product's readiness and its relationship to increasing the user's spatial abilities. This research is a continuing research that has been carried out previously regarding the development of ABRAR (Application of three-dimensional shapes with Augmented Reality) application (Anam et al., 2022). The product has been validated by content and media experts and has received positive feedback from student users. Data was collected in Nusa Tenggara: Regional Offices of UT Mataram and UT Kupang, involving 3.098 Elementary Education Study Program students. The sample size consisted of 310 respondents, determined using the Lemeshow formula. The product produced from this research is an augmented reality-based mobile learning application that serves as a learning resource. The results of the mobile learning media trial developed were interpreted as very positive. It shows that using mobile learning in geometry subjects provides a positive response and increases motivation in the learning process. In addition, the implementation of mobile learning in spatial ability has shown a 30% improvement in imagining the position of three-dimensional shapes. It indicates that mobile learning has influenced the respondents' spatial ability. Respondents can visualize three-dimensional shapes from a certain point of view by utilizing augmented reality (AR) technology. Furthermore, based on the feasibility test results, the resulting mobile learning meets the criteria of being excellent and feasible to use as a geometry learning medium. The result of the research is mobile learning application so that it can be applied for distance education with requirements has an Android application system and easy to connect the internet. Thus, the ABRAR application can support learning anytime and anywhere, improve understanding of the material, and improve students' spatial abilities.

An Adaptive M-Learning Usability Model for Facilitating M-Learning for Slow Learners

Mobile devices have evolved from communication tools to versatile platforms for various purposes, including learning. Usability is crucial for practical mobile learning applications, ensuring ease of use and expected performance. However, existing research on mobile educational apps has primarily focused on typical learners, neglecting the specific requirements of slow learners who face cognitive limitations. In this work, we fill this research gap by proposing an adaptable learning-oriented usability model (ALUM) for mobile learning apps specifically tailored to support slow learners. The research conducts a detailed usability analysis and systematic review to identify the problems users face and investigate how slow learners respond to learning apps in terms of efficiency, effectiveness, satisfaction, and learning outcomes. Twenty-four participants classified as slow learners evaluated the usability of 25 HTML-based learning apps. The evaluation revealed critical deficiencies in existing learning apps concerning the needs of slow learners, particularly in user-friendliness and learnability, leading to their dissatisfaction. We propose a model that leverages a hybrid recommendation system to address these challenges. The model incorporates a navigational graph, ontology, and item matrix to provide personalized topic recommendations, tailoring the content and delivery of educational materials based on individual needs and preferences. By enhancing the learning experience for slow learners, the proposed model aims to improve their learning outcomes. This research bridges the gap between academic research and practical applications in interactive mobile technologies. The adaptable learning-oriented usability model presented in this paper offers a framework for supporting slow learners, emphasizing its essential components and their interactions to enhance the learning outcomes for this user group.

The Effectiveness of Mobile Learning Technology in the Educational Process

The article discusses the importance of mobile learning technologies in comparison with traditional teaching methods, which make it possible to organize effective interaction of all participants in the educational process, plan joint work, correctly allocate resources, provide the necessary means to solve educational tasks. The authors of the article present their views on the structure of the organization of the educational process in a technical university. It is established that the possibilities of using mobile learning technologies in the educational process allow us to focus attention on the sphere of formation of an educational virtual environment in which self-development and training of students in the activities of a teacher takes place. The article considers mobile learning as a prospect for the development of digital learning, describes a number of advantages and disadvantages of mobile learning in the organization of the educational process and reveals the content of mobile applications in the educational process. The directions of application of mobile learning in modern education are also provided. Despite the widespread availability of mobile phones among students, mobile education in domestic universities is less common. An explanation of the term «mobile learning» and addresses the problems of using mobile learning in education and its research. In order to analyze the technical and psychological readiness of students to use mobile technologies in teaching students, a survey of students of the educational program «Information Technologies» of the Zhangir Khan West Kazakhstan Agrarian Technical University on the use of mobile devices in the educational process was conducted and the result was analyzed. Most of the students came to the conclusion that they are technically and psychologically ready to use mobile technologies in education and need further study of new university opportunities for more effective use of mobile learning technologies in the educational process

Predictive Model for Factors Influencing Students’ Continuance Usage Intention on a Gamified Formative Assessment Application

Formative assessments help students identify their strengths and weaknesses as well as the target areas that need work. Meanwhile, the success of gamification implementation in mobile learning (m-learning) applications has been proven by many research associated with technology acceptance. However, studies on the technology post-acceptance phase are scarce. Deploying gamification concepts in competency-based education and assessment method, aim to diversify the game dynamics usage in new and practical areas such as technical and vocational education. Therefore, this study focused on the development of a predictive model for a gamified m-learning application that extends the Expectation Confirmation Model (ECM) with perceived enjoyment. This study applied a correlational research design on the students of Technical and Vocational Education and Training (TVET) based diploma programmes in one of Malaysian public university. An online survey was conducted, and garnered 269 responses, which were used in the final analysis based on the Partial Least Square-Structural Equation Modelling (PLS-SEM). The findings showed that all the factors in the model, which are the confirmation of expectation, satisfaction, perceived usefulness and perceived enjoyment, appeared to be significantly influencing the students’ continuance usage intention towards the gamified m-learning application as well as jointly explained 64.6% (R2) of the changes. The addition of variable perceived enjoyment provided an increment of 2.7% compared to the R2 value of the original ECM model. Most importantly, the proposed extended ECM proved to be a reliable prediction model when the Q2 values for continuance use intention and perceived usefulness displayed strong predictive accuracy, having 0.368 (Q2) for both variables, while satisfaction showed moderate strength with the value of 0.305 (Q2). Therefore, the predictive model is reliable to be used to investigate future usage and effective designs of gamified m-learning products among the technical and vocational education students in other Higher Education Institution (HEI).

A New Technological Model on Investigating the Utilization of Mobile Learning Applications: Extending the TAM

Mobile learning has become increasingly important for higher education due to its numerous advantages and transformative potential. The aim of this study is to investigate how students perceive and utilize mobile learning (m-learning) services in universities. To achieve this objective, a conceptual model was developed, combining the TAM with additional new determinants, including perceived security, perceived trust, perceived risk, and service quality. The primary goal of this model is to assess the adoption of m-learning apps among users in university settings. To evaluate the proposed model, SEM was utilized to test the research model. The findings of the study highlight the critical roles of perceived security, perceived trust, and service quality in promoting the adoption of m-learning apps. Moreover, the results indicate that perceived risk negatively impacts both students’ trust and their attitudes towards using mobile learning services. The study reveals that the perceived trust, and service quality factors positively influence students’ attitudes towards adopting m-learning apps. These research findings hold significant implications for universities and academia, offering valuable insights to devise effective strategies for increasing the utilization of m- learning services among students. By gaining a deeper understanding of students’ perceptions and acceptance, universities can optimize their m-learning offerings to cater to students’ needs and preferences more effectively.

The Effectiveness of Using Mobile Learning Application on Undergraduates’ Intrinsic Motivation and Their General Nutrition Knowledge

This research aims to investigate the effectiveness of using a mobile learning application on undergraduates’ intrinsic motivation and their general nutrition knowledge. This quasi-experimental study involved the participation of 125 students who were divided into two groups: a control group consisting of 62 students and an experimental group comprising 63 students. Pre- and post-intrinsic motivation questionnaires and a nutritional knowledge test were administered. The results showed significant differences between the control group and the experimental group. The experimental group exhibited a higher level of knowledge, and there were no statistically significant differences in intrinsic motivation between the control group and the experimental group. The application was found to be effective in improving nutrition knowledge but did not enhance intrinsic motivation. Further research may be needed to understand the factors that influence intrinsic motivation and how to effectively increase it.