Mobile Learning Environment Research Articles

English Writing Anxiety in Mobile Learning Environments

This study investigates online writing anxiety in the context of mobile learning based on contemporary college English writing practices. Using comparative testing, questionnaires, and interviews, we comprehensively assess the state of online writing anxiety under mobile learning conditions. The results indicate no significant difference in writing effectiveness between mobile learning and traditional modes. Students experience moderate levels of anxiety during online writing, with stronger feelings of avoidance. Factors such as online dictionaries, translation tools, and the openness of the network environment in mobile learning facilitate students' English writing. However, issues like online disorientation, discomfort, and feelings of distance also impact online writing.

Assessing Smartphone Addiction among Mexican Students: Insights, Implications, and Interventions in the Era of Mobile Learning and Virtual Environments

This study conducted a new adaptation of the short version of the Smartphone Addiction Scale (SAS-SV) for the Mexican population. The scale exhibited excellent internal consistency (α = .88), with one factor explaining 54.8% of the variance. 286 students aged 15 to 35 years of age from central and southeast Mexico revealed a prevalence of 30% excessive users (18% men, 12% women). They used smartphones primarily for communication, social media, entertainment, productivity, and browsing the Internet. No gender differences were found; however, a significant association with age emerged (rho = .221, p < .001). Withdrawal (72.7% women) and tolerance (80.8% men) were common symptoms of addiction, while ignorance of consequences was less frequent (33.3% women, 30.8% men). The prevalence of potential excessive use of smartphones was close to the average identified in the reviewed studies. The results revealed a substantial risk of addiction to smartphones, particularly among men. Finally, the successful adaptation of the scale offers a valuable instrument for future study and clinical evaluation. These findings can guide targeted interventions and educational programs tailored to different groups. Additionally, recognition of common symptoms of addiction allows individuals to identify and address potential problems at an early stage. However, more study is needed to validate the findings and explore additional contributing factors in the Mexican context.

Students’s Attitudes Toward the Use of CANVAS in the EFL Virtual Learning Environment

This study examines students’ attitudes toward the Learning Management System (hereafter LMS) CANVAS in the Virtual Learning Environment (henceforth VLE). This study used mixed methods in nature, which used a survey to collect data on the attitudes of 118 EFL students who enrolled in the Technology Enhanced Language Learning (hereafter TELL) course. Researchers gathered data through a questionnaire and semi-structured interviews to assess students’ attitudes using the Technology Acceptance Model (TAM). The survey results were analyzed using descriptive statistics to investigate the quantitative data, while thematic analysis was used to study the qualitative data obtained from interviews. The survey results were analyzed using descriptive statistics to investigate the quantitative data, while thematic analysis was used to study the qualitative data obtained from interviews. Based on the research findings, the TAM framework identifies two main categories: Perceived Usefulness and Perceived Ease of Use. The Perceive Usefulness category comprises four categories: CANVAS Engagement Time, CANVAS Enhances Interaction, Learning Efficacy, and Effective Communication, CANVAS Enhances Language Learning, and CANVAS Boosting Students’ Confidence and Motivation in a Fun Way. In addition, the Perceive Ease of Use category comprises three categories: CANVAS Usability in Mobile Learning Environments, CANVAS User-Friendly Design, and CANVAS Seamless Navigation and Accessibility.

Formative Assessment of Student’s Academic Achievements in Mobile Learning Environments

This study investigates the formative assessment of student academic achievements within the context of mobile learning (m-learning) environments. As mobile technologies continue to reshape educational practices, understanding how to effectively implement formative assessment strategies in these dynamic digital spaces is essential. The study explores various approaches and methodologies for conducting formative assessments tailored specifically for m-learning environments. These include the integration of mobile applications to deliver interactive quizzes, exercises, and simulations that engage learners actively and provide immediate feedback. Additionally, the research examines the use of adaptive formative assessments, which utilize mobile technology to personalize assessment content and pacing according to individual learner needs and progress. The study also examines the role of m-learning analytics in formative assessment, allowing educators to gather real-time data on student interactions and performance to guide instructional decisions. Furthermore, the study explores innovative practices such as gamified formative assessments, which incorporate elements like badges or leaderboards to enhance motivation and engagement among learners. By synthesizing existing literature and empirical studies, this study contributes to advancing the understanding of effective formative assessment practices in m-learning environments. It offers valuable insights for educators, curriculum designers, and policymakers who aim to enhance student learning and achievement in digital-age education.

Enhancing Collaborative Learning in Mobile Environments through Interactive Virtual Reality Simulations

This study investigates the potential of enhancing collaborative learning in mobile environments through the integration of interactive virtual reality (VR) simulations. With the ubiquity of mobile devices and advancements in VR technology, there is a growing interest in using immersive experiences to promote collaborative learning among students. The study explores the design and implementation of interactive VR simulations customized for mobile platforms. The goal is to create engaging and immersive learning experiences that foster collaboration and knowledge sharing. By immersing students in virtual environments where they can interact with digital objects and manipulate scenarios, the study aims to facilitate active participation and teamwork, thereby enhancing learning outcomes. Furthermore, the study examines the impact of interactive VR simulations on student engagement, motivation, and knowledge retention in collaborative learning settings. Through empirical studies and user evaluations, the effectiveness of interactive VR simulations as a tool for collaborative learning in mobile environments is assessed. The findings provide valuable insights into the design and pedagogical integration of VR technologies in mobile learning contexts. They offer guidance for educators and instructional designers who aim to leverage the potential of immersive experiences to improve collaborative learning outcomes.

Impact of Recommended Resources in a Mobile Learning Environment on Self-Regulated Learning Abilities among Higher Education Students

With the rapid development of mobile technology, mobile learning has increasingly become a significant trend in higher education. Offering flexibility in time and space, online learning introduces new opportunities and challenges for student education. Particularly, the potential of mobile learning to foster students’ self-regulated learning (SRL) abilities remains largely untapped. SRL abilities refer to students’ capacity to proactively set goals, manage resources, monitor progress, and evaluate outcomes during the learning process, which is crucial for learning effectiveness. Although existing research has started to examine the impact of mobile learning on students’ self-regulation abilities, there is still a significant lack of quantitative analysis of students’ learning resource preferences and the development of personalized recommendation methods based on the preferences. This study aims to quantitatively analyze the learning resource preferences of higher education students and propose a novel, preference- based equitable recommendation method for mobile learning to support their SRL. The anticipated results are expected to provide theoretical and methodological support for higher education practices, enhance students’ SRL abilities, and offer new strategies for the effective utilization of mobile learning resources.

Behavioral Involvement, Technology Acceptance, and Failure in Mobile Learning: A Systematic Review

As we move further into the digital age, machine learning algorithms have become increasingly popular in E-learning for their ability to predict learner failure and assess behavioral engagement, particularly in mobile learning environments. This paper reports on the systematic review conducted by the most relevant research in the literature that uses machine learning algorithms to predict failure, verify acceptance of mobile technology, and analyze behavioral engagement in mobile learning platforms. The search was performed using research papers extracted from four commonly used databases and published between 2010 and 2023; the last database access was on 15/05/2023. Guided by the PRISMA checklist, the review followed a structured approach to select, analyze, and report relevant studies. Studies were selected based on strict inclusion and exclusion criteria, focusing on peer-reviewed articles that empirically test the application of machine learning in mobile learning contexts. Of the initial 332 screened articles, 20 were eligible for inclusion. The results highlight the transformative role that machine learning is playing in revolutionizing online mobile learning experiences.

Psychological determinants and technology acceptance in mobile learning for overseas students studying Chinese in China: A self-determination theory perspective

Emerging research in language education increasingly recognizes the transformative potential of mobile learning. Anchored in Self-Determination Theory (SDT) and Technology Acceptance Model (TAM), this study employed Structural Equation Modelling (SEM) to investigate how psychological factors—specifically perceived competence, autonomy, and relatedness—affect overseas students studying Chinese in China. It examined the interaction of these factors with Perceived Usefulness (PU) and Perceived Ease of Use (PEU) in mobile learning environments and their impact on learners' satisfaction and intention to continue using these learning platforms. Involving 515 participants in a bilingual online survey, the research delved into the dynamics of these psychological determinants on learners' attitudes towards mobile learning technologies. The SEM analysis revealed a complex interplay, where competence, autonomy, and relatedness significantly forecast PU and PEU, thereby shaping learner satisfaction and commitment to ongoing use. The findings highlighted the critical role of social interaction, cultural exchange, and personalized learning experiences in enhancing mobile learning effectiveness. Implications of the findings were discussed to enhance learner engagement and educational achievement in Chinese language learning.

Design and Implementation of an Intelligent Cross-Border E-Commerce English Learning Platform Based on a Knowledge Map

At present, most online education platforms still have problems such as single learning modes and loose knowledge structures. Using the knowledge map, the study employs a personalized adaptive intelligent adjustment strategy based on the structural expression of the CBEC English subject system. Firstly, the study uses the Scapy framework to crawl the subject knowledge data. Then use the LTP platform to process sentences containing multiple entities. Input the sentence into the dependency parser to analyze and extract the entity relationship. Finally, according to the relevance between knowledge points and topics in the knowledge map, the final learning path recommendation result is obtained. And cluster the similarity of curriculum content to build a complete curriculum system. Based on the above operations, a knowledge map-based smart learning platform for the CBEC English discipline has been designed and implemented to provide a smart, personalized learning environment for learners. According to the experimental analysis, the average satisfaction of learners with the learning platform designed by the study is 81.56%, which can meet the learning needs of learners and provide an excellent mobile learning environment for students.

What drives the adoption of mobile learning services among college students: An application of SEM-neural network modeling

This research aimed at examining factors influencing college students to adopt mobile learning (m-learning) services. An integrated model combined the information systems success (ISS) and Unified Theory of Acceptance and Use of Technology (UTAUT2), was developed to identify m-learning determinants. A sample of 552 was recruited to test hypotheses using structural equation modeling (SEM). The significant factors explained 70 % of the variance toward Behavioral Intention (BI) based on SEM results. While price value (PV), effort expectancy (EE), performance expectancy (PE), and privacy (PR) were not significant predictors of BI, the results of the neural network model ranked the predictive power of the factors in the following order: information quality, habit (HB), system quality (SYQ), hedonic motivation (HM), facilitating condition (FC), and social influence (SI), positively influenced m-learning adoption. The findings of this study helps the policy makers at higher educational institutions to formulate strategies to enhance students’ learning experience in upcoming crises and place a focus on sustainable mobile learning environment.

Peran Strategi Pembelajaran dan Implementasinya Pada Era Digital

In the digital age, effective learning strategies not only focus on delivering material, but also involve students actively in the learning process, encourage deep understanding, and develop skills relevant to the digital world. In addition to the role of learning strategies, their implementation is also key in ensuring learning success in this digital era. The objective of this research is to explore the importance of learning strategies and their application in the digital era. To achieve this, a qualitative research approach is employed with data being sourced from a range of relevant literature. The Miles and Huberman model is utilized as the data analysis methodology, encompassing process of data reduction, data presentation, and conclusion drawing. The role of learning strategies in digital era is supporting factors that help increase student learning motivation, achieve learning goals, and update teacher teaching skills. The implementation of learning strategies in the current digital era are 1) Learning models such as blended learning, distance learning, mobile learning and virtual learning environment. 2) Learning innovations such as google sites, whatsapp, teamviewer, remote utilities, aeroadmin, google drive and google forms. 3) Digital learning design developed by applying the principles of independence, flexibility, contemporary, mobility and suitability to the level of need.

The Effectiveness of a Mobile Learning Environment in Improving Psychological Security in Blind Students.

This study aimed to investigate the impact of the Edmodo mobile learning environment on promoting psychological security among university students with visual impairments, at both the undergraduate and postgraduate levels. The researchers employed a combination of descriptive and quasiexperimental methodologies. The primary study sample consisted of 20 visually impaired students from Beni Suef University, divided equally between an experimental group (10 students) and a control group (10 students). To achieve the research objectives, the Psychological Security Scale was utilized and the experimental group received an intervention involving the implementation of a mobile learning environment using Edmodo. The data analysis revealed a statistically significant difference between the experimental and control groups in the postassessment, with the experimental group demonstrating an elevated sense of psychological security. Furthermore, the experimental group showed significant improvements in the pre- and postassessments, favoring the latter, with a standard score of 3.781. No significant differences were observed between the postassessment and the follow-up evaluation of the experimental group, with a standard score of 0.471, indicating the continuous effectiveness of the Edmodo mobile learning environment in enhancing the psychological security of visually impaired university students. This efficacy was sustained even one month after the student's graduation, as evidenced by the follow-up assessment.

Evaluation of the sustainable development of college students' English autonomous learning ability in a mobile learning environment

Evaluation of the sustainable development of college students' English autonomous learning ability in a mobile learning environment

An automated self-regulation advising mechanism in mobile learning environment to promote students' learning achievement, self-regulated awareness and approaches to science learning

An automated self-regulation advising mechanism in mobile learning environment to promote students' learning achievement, self-regulated awareness and approaches to science learning

An automated self-regulation advising mechanism in mobile learning environment to promote students' learning achievement, self-regulated awareness and approaches to science learning

An automated self-regulation advising mechanism in mobile learning environment to promote students' learning achievement, self-regulated awareness and approaches to science learning

The application of virtual reality technology in the teaching of clarinet music art under the mobile wireless network learning environment

The traditional education model is undergoing tremendous changes, and network education has gradually developed and matured. This paper first gives an overview of the development history of the clarinet and the structure of the clarinet and then starts with the performance of the clarinet. This paper analyses and solves the situations that students are prone to encounter in teaching and expresses some opinions on the teaching of performance methods; also gives a brief overview of the psychology of going on stage. Combined with the above, some discussions are made on the teaching of performance methods. Performance requires not only skills but also music. Performance summarizes the characteristics and styles of music in various periods from the classical period to the century, and then discusses how the performer forms his performance style; the performance style is the re-creation and re-creation of the performer based on being loyal to the author's intention. This article compares and studies the performance of the clarinet before the 20th century and the performance of the clarinet today, and deeply explores the reasons why the clarinet performance method has formed the current performance method after a long evolution. The experimental results prove that virtual reality technology has made positive attempts and breakthroughs in the field of clarinet music art teaching. It has created an environment of “self-learning”, and the traditional learning method of “teaching to promote learning” has been replaced by learners through their learning. Interaction with the information environment to obtain a new learning method of knowledge and skills, the optimized local matrix decomposition recommendation algorithm can greatly improve problems such as expensive musical instruments and lessons, scarce teachers, and lack of facilities, making the traditional clarinet Music arts teaching more diverse.

Competency levels and influential factors of college students’ mobile learning readiness in Thailand

One of the key successes of learning through mobile technology comes from the competencies of learners. This study aimed to investigate the overall competency levels of mobile learning readiness and four influential factors (connectivist learners, technology readiness, self-directed learning, and netiquette) that may impact college students’ mobile learning readiness in Thailand. The surveys were given to 583 Thai college students who came from various fields such as Social Science, Agriculture, Engineering and Computer Science, and Science. Descriptive statistical procedures were used to generate overall mobile learning readiness and the confirmatory factor analysis was used to determine whether the competencies of connectivist learners, technology readiness, self-directed learning, and netiquette influence the mobile learning readiness of college students in Thailand. The results showed that overall mobile learning readiness among Thai college students was at a high level in which learners’ competency in technology readiness was the most influential factor related to their mobile learning readiness, followed by the competencies of self-directed learning, netiquette, and connectivist learners. The results of this study could provide useful guidance for instructors in designing effective instruction, activities, and learning materials that encourage learners to be successful in the mobile learning environment. The future study may explore other related factors such as learners’ cultural backgrounds, educational systems, or government supports that may influence mobile learning readiness among learners in higher education in different countries.

Augmented Reality for the Development of Skilled Trades in Indigenous Communities: A Case Study

The main objective of this study was the design and validation of a mobile learning environment (ML) based on Augmented Reality (AR) visualization with the purpose of developing skilled trades in the field of carpentry in indigenous populations. A pedagogical model focused on lifelong learning was used, in order to promote the acquisition of skilled trades and knowledge in carpentry. The implementation of the ML environment was carried out in the Wayuu community, characterized by its high rate of poverty and limited access to education. During face-to-face meetings, three indigenous people participated in a learning process in which they were instructed on the use of trade tools and became familiar with the different types of trees and wood. To support this process, the AR was used together with the M-L environment. Subsequently, the participants built a chair applying the knowledge acquired during the learning process. During this stage, recordings of the indigenous people were made while they carried out the construction. Then, the performance of the apprentices was evaluated through a competency-based evaluation system, in which three experts analyzed the recordings. Finally, the three indigenous people were able to acquire skills in real time through their mobile device, following the instructions and observing 3D images and videos that showed the entire manufacturing process of a wooden chair, from sanding the material to final assembly and polishing. In addition, it was found that these indigenous people were able to successfully market the products they made in the carpentry workshop, thus improving their family income. The fundamental idea behind the pedagogical implementation of this model in the Wayuu indigenous community of northern Colombia is to provide them with training in various trades that allow them to obtain decent jobs and support their families. That is why the ML environment is ideal for vulnerable people, not only indigenous people, but also for those who are displaced, the elderly or deaf-mute. The visual approach used in this method dispenses with the need for voice and text making it accessible to everyone.

MALL integrated with metacognitive skills to promote preservice English teachers’ intercultural communicative competence

Utilizing mobile phones for education, particularly in mobile-assisted language learning (MALL), enhances comprehensive learning, intercultural communication, and metacognitive skill development among preservice teachers. This approach fosters the acquisition of intercultural communicative competence (ICC). Therefore, this study aims to investigate the effect of MALL integrated with metacognitive skills to promote preservice English teachers’ ICC. This pre-experimental study with one group design involved 28 preservice English teachers at a university in Mataram, Indonesia. The ICC and metacognitive questionnaires were utilized to collect the data, and the collected data were analyzed using descriptive and inferential statistical analysis using IBM SPSS devices. The results show that MALL helped preservice English teachers become autonomous learners and actively engage in self-regulating their cognitive abilities to think critically, adapt, and interact within diverse cultural contexts. MALL integrated with metacognitive skills significantly affected preservice teachers’ ICC, and the level of metacognitive skills influenced the success of improving their ICC. The implication of MALL can delve into the pedagogical approaches and design principles that optimize MALL interventions within mobile learning environments.

Federated Optimization Under Intermittent Client Availability

Federated learning is a new distributed machine learning framework, where numerous heterogeneous clients collaboratively train a model without sharing training data. In this work, we consider a practical and ubiquitous issue when deploying federated learning in mobile environments: intermittent client availability, where the set of eligible clients may change during the training process. Such intermittent client availability would seriously deteriorate the performance of the classical federated averaging algorithm (FedAvg). Thus, we propose a simple distributed nonconvex optimization algorithm, called federated latest averaging (FedLaAvg), which leverages the latest gradients of all clients, even when the clients are not available, to jointly update the global model in each iteration. Our theoretical analysis shows that FedLaAvg achieves guaranteed convergence and a sublinear speedup with respect to the total number of clients. We implement FedLaAvg along with several baselines and evaluate them over the benchmarking MNIST and Sentiment140 data sets. The evaluation results demonstrate that FedLaAvg achieves more stable training than FedAvg in both convex and nonconvex settings and reaches a sublinear speedup. Source code and online supplement are available at the IJOC GitHub site ( http://dx.doi.org/10.1287/ijoc.2022.0057.cd , https://github.com/INFORMSJoC/2022.0057 ). History: Accepted by Ram Ramesh, Area Editor for Data Science & Machine Leaning. Funding: This work was supported by the National Key R&D Program of China [Grant 2022ZD0119100], the National Natural Science Foundation of China (NSFC) [Grants 61972252, 61972254, 62072303, 62025204, 62132018, 62202296, and 62202297], the Alibaba Innovation Research (AIR) Program, and the Tencent Rhino Bird Key Research Project. Supplemental Material: The software that supports the findings of this study is available within the paper and its Supplemental Information ( https://pubsonline.informs.org/doi/suppl/10.1287/ijoc.2022.0057 ) as well as from the IJOC GitHub software repository ( https://github.com/INFORMSJoC/2022.0057 ). The complete IJOC Software and Data Repository is available at https://informsjoc.github.io/ .