Mobile Learning Environment Research Articles

The Effect of Educational Infographics (Fixed / Mobile) Using (QR Code) Technology in Mobile Learning Environment on the Outcomes of the “Scouting Education and Its Applications” Course

The Effect of Educational Infographics (Fixed / Mobile) Using (QR Code) Technology in Mobile Learning Environment on the Outcomes of the “Scouting Education and Its Applications” Course

The Impact of Mobile Learning on Undergraduate Students’ Cognitive Learning Outcomes: A Meta-Analytic Review

The objective of this research was to identify the overall effectiveness of mobile-based interventions on the learning performance of tertiary education students. Besides, the paper sought to contour common variables across eligible studies that might have favoured learning achievement. A meta-analysis of the impacts of ubiquitous learning interventions on academic outcomes over 12 years (2010–2021) was carried out, in which 12 experimental and quasi-experimental studies were analysed. A random-effects model yielded the overall standardised mean difference of .52 [.37 to .67] in favour of mobile learning environment, which is a moderate effect size. Common facilitators of achievement as distinguished by experimenters and participants were commendable multimedia design, diversified content, the opportunity for relevant interaction with teachers and peers, as well as flexibility and accessibility of learning activities due to handheld devices. These findings suggest the potential of mobile-assisted interventions in contributing to student educational outcomes. This study summarises the extant literature to some degree thus advancing the investigation into the effectiveness and expediency of mobile technologies in higher education.

The impact of the interactive mobile learning environment on developing the adaptive multimedia production skills of educational technology students

The impact of the interactive mobile learning environment on developing the adaptive multimedia production skills of educational technology students

모바일 기반 듣기활동을 통한 형태초점교수법이 대학생의 문법 및 듣기 능력 신장에 미치는 효과

This study aims to investigate the effects of focus on form instruction in a mobile learning environment on the development of grammar knowledge and listening skills and students’ perception. For this study, 104 Korean university students participated, and they were divided into three groups: the control group and two experimental groups. Two experimental groups were though in the mobile learning environment, but only the experimental group had focus on form instruction. 2 Data were collected through grammar pre- and post-tests, listening pre- and post-tests, and questionnaires. The major findings were as followings. First, experimental group 2 showed higher test scores than experimental group 1 and the control group on a post-grammar test. Second, two experimental groups were more effective than the control group on listening tests. Finally, learners in experimental group 2 had positive perspectives on mobile-assisted focus on form instruction giving a positive opinion about mobile learning and input enhancement in the video. Suggestions and implications were provided for mobile-assisted focus on form instruction.

Analyzing the Network Evaluation Model in Mobile Learning Environment to Monitor Different Capabilities of Students

In light of the current ideological and political teaching quality’s poor impact, this paper proposes the construction and research method of a network ideological and political teaching quality evaluation model from the perspective of school-enterprise cooperation, optimises the network ideological and political teaching model using the Internet technology, constructs the teaching quality evaluation index and algorithm, and realizes the optimization of the ideopolitical teaching model. Finally, it is confirmed by experiments. According to the viewpoint of school endeavor collaboration, the organization’s philosophical and political quality evaluation model has higher practicability during the time spent in commonsense application and completely meets the examination prerequisites.

Impact of Using a Mobile App on Improving Students’ Creative Thinking in Business English Writing with Self-regulated Learning

Creative thinking skills play an important role in Business English writing, but university students are not creative enough due to the overemphasis of knowledge input in traditional Business English writing classroom in mainland China. To solve this problem, this study involves in the mobile learning environment as the medium. By encouraging students to practice various self-regulated learning strategies while studying the learning content designed under the guidance of Production-Oriented Approach via the mobile app Superstar, this study aims to develop a theoretical framework and consequently promote students’ creative thinking skills in Business English writing. Students reported increased self-regulated learning ability after the experiment. It is found that there is a significant positive relationship between online self-regulated learning and creative thinking and students’ creative thinking skills are significantly improved in post-test. Among all the nine self-regulated writing strategies, goal-oriented monitoring and evaluation, idea planning, and emotional control are the most important predictors of students’ creative thinking levels.

The Influence of E-Scaffolding Sources in a Mobile Learning Environment on Students’ Design Skills and the Technology Fatigue Associated with a 3D Virtual Environment

This article examines the influence of teacher/peer e-scaffolding in a mobile learning environment on students’ design skills and the technology fatigue associated with a 3D virtual learning environment. The sample consisted of 32 postgraduate students who were divided into two groups according to their e-scaffolding source (teacher/peer). The findings showed that peer e-scaffolding outperformed teacher e-scaffolding in the mobile learning environment in terms of students’ development of design skills. The findings also showed that students became moderately fatigued after designing the 3D virtual environments in both experimental groups. This study can act as a guide for teachers and instructional designers by helping them to select the most suitable e-scaffolding source when teaching 3D virtual environment design skills. This may result in better and easier skill development.

Research on the effects of mobile learning on student education

As mobile devices have become a part of our daily lives, many studies are being conducted on making them more useful for students. It has been found that mobile gadgets are pretty beneficial to pupils, although some studies have found that they are ineffective. Our research on mobile devices in education and learning is summarized in this document, which we hope will be helpful to other educators and students (T&L). These studies have been divided into three main categories: impact and educational environment; specialized applications; and frameworks for mobile learning. " In this paper, we'll look into each of these topics in depth. Our analysis of mobile learning's impact and environment shows that, for the most part, students benefit from the usage of mobile technology by expanding their knowledge and skills. Our study of specialized mobile learning applications showed beneficial effects on learning in numerous sectors. Still, the primary concern was the difficulty of adopting them and the lack of appropriate control guidelines.

Influencing Factors of Mobile Autonomous Learning and Mobile Self-Efficacy Among Law Atudents in Xi’an

Although abundant literature can be found on autonomous learning, there is limited literature available for law major 
 undergraduates’ autonomous learning in Chinese context. The main purpose of this study is to examine factors influencing university law undergraduates’ autonomous learning in mobile learning environment in Xi’an, China, taking into consideration of mobile 
 self-efficacy. The data collected from the survey is put into SPSS 23.0, which is used to calculate descriptive as well as inferential 
 statistical measures. The results denote that the four independent variables, namely Motivation, Learning Strategy, Goal Orientation, Teacher Support all have positive impacts of Autonomous Learning. The mediating test of Mobile Self-efficacy proves that 
 Mobile Self-efficacy acts as a mediator in the relationships between Learning Strategy and Autonomous Learning, Goal Orientation and Autonomous Learning, Teacher Support and Autonomous Learning.

Modelling the Influencing Factors on Mobile Learning Tools

In this study, the authors concerned about influencing factors on mobile learning tools for the applicable and sustainable mobile learning environment. The authors proposed an impact model with five influencing factors namely usefulness, interactivity, motivation, facilitating conditions, and ease of use. The 60 students and 60 teachers in different learning and teaching disciplines in higher education institutions were involved in this study to evaluate the model. Initially, they were asked to fill the pre-usage questionnaire with their initial mobile learning experience. Then, they were allowed to use mobile learning tools in the Moodle Mobile app and allowed to fill the post-usage questionnaire. The results reveal that the most significant influencing factor is the ease of use among others. Hence, the study concluded that ease of use would be the most significant factor to be considered when designing mobile learning tools in the mobile learning environment.

Adoption of M-Learning in Business English Course and Its Relationship to Learning Style Preferences: An Empirical Investigation.

Learning around the world has been changed with the rapid development in technology which promotes the students to be more flexible and interactive with each other which has been encouraged by the mobile learning environment. Therefore, the current study intends to analyze the impact of inquiry learning, reflective thinking on problem-solving skills, and critical thinking skills with the mediation of peer communication. To carry out the study, data was collected from 378 college students in China by using survey forms. The analysis of the data and validation of the proposed hypotheses were conducted using Smart-PLS and structural equation modeling (SEM) technique. The results revealed that inquiry learning and reflective thinking affect problem-solving skills. However, inquiry learning and reflective thinking did not affect critical thinking skills. Moreover, the study found that peer communication mediated the relationship between reflective thinking, problem-solving skills, and between reflective thinking and critical thinking skills. However, peer communication did not mediate the relationship among inquiry learning as independent variable and problem-solving skills and critical thinking skills as dependent. The study has theoretically contributed by examining the impact of online learning styles on higher-order thinking skill (HOTS) in the M-learning environment. Also, the study greatly advances the literature by investigating the mediating role of peer communication. Practically, the colleges can improve the students HOTS by devising policies and educational programs focusing on learning styles.

MOBILE TECHNOLOGIES IN THE DEVELOPMENT OF PROFESSIONALLY ORIENTED ENGLISH SPEECH INTERACTION COMPETENCE IN INFORMATION SYSTEMS AND TECHNOLOGY MILITARY STUDENTS

The purpose of learning a foreign language by future information systems and technology officers is the development of practical skills to the extent that is necessary for communication in various professional situations. The intensive integration of mobile technologies into the higher education system encourages research of the challenges of their use for the development of professionally oriented English speech interaction competence in future information systems and technology officers. The study describes the officers' survey results regarding their needs in professional foreign language communication. It analyzes the use of mobile technologies (the uniquely designed mobile application "English Speaking Skills", the YouTube channel "Military Speaking Skills in Use" and the group chat "English Speaking" in the Telegram mobile messenger) during experimental training in professionally oriented English communication conducted for information systems and technology cadets and officers from a higher military education institution. The study showed that a specially created mobile learning environment for the development of professionally oriented English speech interaction competence in future information systems and technology officers provides opportunities for interactive communication between all participants of the educational process. It develops speech skills and increases the effectiveness of mastering the specific terminology of the military industry. Further use of mobile technologies (didactic educational material) can facilitate the perception of new information in English, motivate to study, and become a learning tool for the development of practical speech skills in the process of verbal and nonverbal communication of information systems and technology cadets with native speakers.

Construction of College Chinese Mobile Learning Environment Based on Intelligent Reinforcement Learning Technology in Wireless Network Environment

Technological advancements have resulted in the implementation of technology in various fields. Technologies such as wireless network systems and artificial intelligence have opened new doors in education. The Chinese language reflects the rich tradition of the greatest civilization in the world. Therefore, the university courses in a language with excellent traditional and cultural values have to be updated concerning technological growth. This research article will study the construction of a Chinese university language learning mobile environment based on intelligent reinforcement learning technology in a wireless network environment. Reinforcement learning technology (RLT) is a machine learning training technique that provides rewards and penalties. It is a decision-making approach in which artificial intelligence will face a game-like situation. Artificial intelligence either get rewarded or penalized for its actions. This learning method will significantly increase the transmission level between the student and teacher communication. Still, identifying whether the children are attentive while listening to their online classes is one of the hardest things. Once the energy loss has been rectified, it is possible to improve the learning platform in all universities, colleges, and other educational platforms using cloud computing technologies. With the implementation of RLT, the students and the teachers will be rewarded when there is an increased performance for the Chinese learning system. The results have been recorded at a low packet rate with reduced wireless communication technology. When the learning mechanism is compared to the Q-learning (quality learning) mechanism, a 98.78% accuracy rate can be seen.

Interactive environment for music education: developing certain thinking skills in a mobile or static interactive environment

ABSTRACT The study aims to investigate the dynamics of forming critical and creative thinking of music students in static or mobile interactive learning environments. Two experimental groups were formed: 48 music students during the study used predominantly static interactive learning environments for education; 49 music students during the experiment used predominantly mobile interactive learning environments. The level of critical and creative thinking of students was determined at the beginning and at the end of the academic semester using valid psychodiagnostic techniques: Guilford Test; Torrance Tests of Creative Thinking (TTCT); Remote Associates Test; Duncker's Candle Problem; Personality Questionnaire; Divergent Association Test; Watson-Glaser Critical Thinking Appraisal (W-GCTA); The Critical Thinking Assessment Test (CAT). At the end of the semester in both groups there was a statistically significant increase in creativity indicators, and it was slightly more pronounced in the group where mobile interactive environments were used. A connection between the indicators of creative and critical thinking is confirmed by the Pearson correlation coefficient, which for the experimental group that used static interactive learning environments was 0.694 (marked connection), and for the experimental group that used mobile interactive learning environments was 0.812 (high connection).

Students' perceptions of augmented reality integrated into a mobile learning environment

PurposeThis study was based on situated learning, by combining mobile learning and augmented reality, so that students could not only access information content in a real environment but also obtain such information via augmented reality, to support mobile learning.Design/methodology/approachThe research included development of an augmented reality system combined with situational learning, used by students to learn about campus plants as part of the college life technology curriculum. Students took part in mobile learning, and an investigation was conducted into the computer learning behaviour of notebook users. College students were used as the experimental subjects. Data were collected using questionnaire surveys and were evaluated in order to identify the behavioural intentions of learners in outdoor learning activities.FindingsThe questionnaire survey covered environmental interactivity, system quality and textbook content. It was found that learners who used mobile learning augmented reality (MLAR) generally managed to browse all the contents of the textbook at each learning location, without spending too much time looking for information, and learners could quickly integrate this into the learning situation. Learners who used MLAR had a strong motivation to study plants at the learning site because they wanted to use the augmented reality technology to observe virtual plant models. Learners who used MLAR in their field learning liked using augmented reality for further learning, for example, using a magic wand to interact with the technology.Originality/valueThis study adopted a new approach to deliver elements of the life technology curriculum, integrating augmented reality into mobile learning. All participating students gave positive reviews of six aspects of the proposed system: their behavioural intentions, cognitive usefulness, cognitive ease of use, environmental interactivity, system quality and textbook content.

Construction of A Mobile Learning Environment Based on Complex Network

Fragmentation Learning based on intelligent mobile terminals can generate a large amount of mobile learning trajectory data, and the network formed by these mobile terminals is a very complex network. This paper researched the construction of a mobile learning environment based on complex network, in the hopes of providing a new idea for solving problems in the learning information dissemination of mobile terminals and the integration of mobile learning resources. In the beginning, this paper introduced the concept and features of complex network for mobile learning in the context of an English fragmentation learning environment, built a learning information dissemination model, and proposed an immune strategy under the conditions that terminal nodes won’t perform similar repeated learning after completing mobile learning. Then, the paper elaborated on the construction process of a mobile learning environment based on keyword co-occurrence, and established the keyword co-occurrence adjacency matrix and weighted matrix. In the end, experimental results proved the accuracy and usability of the proposed strategy.

The Advent of Coronavirus Disease 2019 and the Impact of Mobile Learning on Student Learning Performance: The Mediating Role of Student Learning Behavior.

The recent coronavirus disease 2019 (COVID-19) pandemic pushed almost all institutions to adopt online and virtual education. The uncertainty of this situation produced various questions that perplexed educationists regarding what implications the pandemic would have on educational institutions, especially regarding how the switch to online education would impact the behavior and performance of students. The vast importance of this matter attracted the attention of researchers and served as the motivation for this research, which aims to resolve this confusion by studying the use of mobile learning (ML) among students for educational purposes during the COVID-19 period. This study also examines how this situation has affected student learning behavior (LB) and performance (SP) in the higher education setting. This research is based on collaborative learning theory, sociocultural learning theory, and ML theory. This quantitative research employed the convenient sampling technique to collect data through structured questionnaires distributed to 396 students of higher education institutions who carry a mobile device. This study used descriptive and inferential statistics to make the data more meaningful. Structural equation modeling (SEM) with AMOS software was used for hypothesis testing. The results showed that ML was a significant and positive predictor of SP and LB. Moreover, student LB partially mediated the relationship between ML and SP. The findings suggest that the academic performance of students can be enhanced by building a ML environment that aligns with the LB of students. Nevertheless, content suitable for ML must be developed, and future research should be conducted on this topic.

Solving Technological, Pedagogical, and Psychological Problems in Mobile Learning

Aim/Purpose: This paper aims to explore the various problems associated with the technological, pedagogical, and psychological aspects of mobile learning and develop recommendations for its improvement. Background: Mobile learning becomes increasingly popular today. This type of learning is relatively new. It has recently gained popularity due to the pandemic restrictions in 2020. As mobile learning is being actively used, educators, students, and other professionals begin to note its positive and negative sides. Methodology: The study is based on the method of experiment as well as an online 11-item questionnaire was conducted (developed by authors) with 110 teachers in Russian universities (Russian State University named by A.N. Kosygina, I.M. Sechenov First Moscow State Medical University, and Kuban State Technological University). Contribution: The practical significance and prospects for further research are based on the possibility of using the results in further study of the problem of the impact of mobile applications on specific indicators. Findings: It was found that, given the great prevalence of mobile devices today, there is every reason to implement mobile learning at universities. However, there are infrastructural problems that prevent the widespread use of this mode of delivery (problems with the Internet, old gadgets that do not support 4G, lack of technical support, etc.). Teachers also mention a set of problems associated with the quality of such training, which are mainly related to pedagogical and psychological aspects of the process. About 56% of university teachers say that students often behave irresponsibly during online classes. They are inattentive, tend to skip lessons, and do not hand in the tasks, which leads to a decline of knowledge and failing at tests and exams. Around 68% of teachers have difficulties adapting their teaching methods to a mobile learning environment. Recommendations for Practitioners and Researchers: This study proposes structured recommendations to improve the quality of mobile learning by advancing technology skills, adapting mobile learning to the needs of universities, and raising the motivation of teachers and students. Impact on Society: The results of the study can be used to analyze and compare the impact of mobile learning on society, efficiency in various fields, as well as mobile learning of students on future employment and life in society. Future Research: In the future it will be important to conduct a comparative analysis of the impact of mobile learning on students and teachers, to study the effectiveness of such learning in general.

Exploring Deep Learning of English Vocabulary Acquisition in a Mobile Learning Environment

With the continuous development and extension of mobile learning technology, English vocabulary learning has become more extensive, personalized and communicative with the support of the mobile learning environment; at the same time, the creation of this environment has gradually become one of the important ways to learn English vocabulary. However, there are two sides to everything, and mobile learning is no exception. In the learning process, we find that English vocabulary learning becomes more fragmented in the mobile learning environment, and the relevant information is not effectively accessed by learners, lacking some deep learning thinking skills. Deep learning in education is a way of learning that aims to construct more meaningful learning, to understand, generalize, master and apply on the basis of memory, to critically accept and learn new knowledge in conjunction with pre-existing knowledge structures, to establish interconnections between knowledge, and through analysis, to make decisions and solve problems through learning. Based on the research on English vocabulary learning in mobile learning environment, this paper makes corresponding elaborations and suggestions on the problems and effective strategies for deep English vocabulary learning in mobile environment in order to improve learners' efficiency in English vocabulary learning, enhance the depth of learning and improve the thinking ability of learning.

Investigation and Analysis on the Factors Affecting the Effect of College Students' Mobile Learning

With the development of network information technology and the popularity of mobile devices, college students have taken mobile learning as a new learning method, which has become a supplement to classroom formal learning and meets the needs of learners' informal learning. However, by reading a large number of relevant literature, it is found that the effect of College Students' mobile learning through mobile devices is not satisfactory. Starting with cognitive load theory, learning theory and learning motivation theory, this paper reads a large number of relevant references, systematically and deeply studies the factors affecting college students' mobile learning effect, puts forward the model of factors affecting college students' mobile learning effect, and then designs a targeted questionnaire to investigate college students with mobile learning experience, so as to make an empirical analysis of the theoretical model and research hypothesis. The research results of this paper prove that in the mobile learning environment, the quality of learning platform, the quality of learning resources, cognitive load and other factors will significantly affect the effect of learners' mobile learning. Finally, according to the results of research and practice, the paper puts forward relevant strategies and suggestions on how to improve the effect of College Students' mobile learning, hoping to promote people from all walks of life to improve the quality of mobile learning.