Mobile Learning Experience Research Articles

How Mobile ECCE Practitioners Leverage a Variety of Learning Materials in Resource-Scarce Communities

This study explored how curriculum policies support that Early Childhood Care and Education (ECCE) practitioners need to leverage a variety of learning materials in resource-scarce communities to enhance children’s holistic development. Mobile ECCE practitioners face a challenge of limited resources especially in rural areas. Yet there is lack of professional training on the use of variety of learning materials in a resource-scarce communities. The study was underpinned by Vygotsky’s sociocultural theory to understand the significance of how mobile ECCE practitioners scaffold children's learning experiences by using various materials and tools, considering the underprivileged sociocultural context. A qualitative phenomenological design was adopted to examine mobile ECCE practitioners leveraging of a variety of learning materials in resource-scarce communities. Semi-structured interviews were used to gather data from twenty mobile ECCE practitioners in the rural communities from two mobile ECCE units of the Free State Province, South Africa. Prolonged engagement was used to validate the results. Interpretative phenomenological strategy was used to analyse data with the help of Atlas.ti. This study found that mobile ECCE practitioners employed innovative methods to adapt and improvise the use of existing materials to improve children’ holistic development. In light of this, it is recommended that practitioners need to integrate sociocultural context into their innovative methods improve the quality of ECCE in the face of resource constraints. Thus, novelty of this paper contributes to the curriculum and professional development in resource-scarce communities in rural areas.

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.

Which practice is best to manage the Hidden curriculum for the best use of mobile devices in clinical practice? A systematic review.REVIEW

Objective: To evaluate the literature regarding the practices to manage the hidden curriculum for the best use of mobile devices in clinical practice. Study Design: Systematic Review. Setting: Articles selected for review from Canada, United Kingdom, Japan, Ireland and Saudi Arabia. Period: July to Dec 2023. Methods: Following databases were searched: PubMed (12,579), the Cochrane Library (348), scopus (84), PsycInfo (21), CINAHL (220), Google Scholar (1,414). Primary variable (Evaluation of the development of clinical skills made possible by mobile devices) and secondary variable (to determine how satisfied students are with their mobile learning experience). The quality of study was critically appraised according the Critical Appraisal Skills Programme (CASP) scale. Results: The research findings indicate that using mobile devices into medical education has a variety of effects. Positive instructor perspectives, more student involvement, and higher learning outcomes were frequently reported by participants. Medical students' growth of technological competency and readiness for the changing healthcare landscape have been found to be accelerated by mobile devices. The integration of virtual simulations and applications that are interactive has had a positive impact on the development of clinical abilities. Positive effects included themes of individualization, collaborative learning communities, and a better understanding of patient-centered care. On the other hand, issues including the digital divide, diversions, and security threats were recognized as obstacles that called for a careful strategy to reduce any negative effects. When everything is considered, the findings confirm the revolutionary potential of mobile device incorporation in medical education and highlight how it helps to create a dynamic, technologically advanced learning environment for prospective medical professionals. Conclusion: This study provides insight on how adding mobile devices into medical education has a revolutionary effect. The research indicates enhanced learning outcomes, increased student involvement, and altering faculty perspectives through insightful stories and compelling arguments.

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.

Privacy, security, and usability of mobile video conferencing applications: A comparative study

Mobile learning tools have facilitated authentic learning experiences, allowing students to forge meaningful connections while acquiring real-world knowledge. Mastering the skill of using mobile video conferencing applications is crucial but often complicated for users, such as students, teachers, and employers. In this study, the mobile video conferencing applications Zoom and Webex were compared with respect to their usability, using cognitive load theory as the conceptual framework. A systematic mapping approach was applied to obtain comparative descriptive information from surveyed literature. The available literature on communications support, accessibility and usability, and privacy and security of video conferencing technology was used for the systematic mapping process. The literature review revealed that Zoom and Webex usage can lead to cognitive fatigue, so users must avoid multitasking and schedule breaks between sessions to remain focused. Furthermore, video conferencing tools need to bridge the gap between usability and security for augmented safety of personal information alongside user comfort. Overall, the findings of this study are important for reducing the complexities of mobile video conferencing applications and enhancing the mobile learning experience.

Sketching the Mobile-Assisted Language Learning Experiences Designed by Taiwanese High School English Teachers

This study explored the mobile language learning experiences that Taiwanese high school English language teachers created. A total of 119 valid mobile-assisted language learning (MALL) lesson plans from 36 senior high schools in the national mobile learning (m-learning) programme in Taiwan were analysed via content analysis. The results showed that: (a) “direct guided learning” and “video sharing” were the most used m-learning strategies; (b) the major learning activity foci were on “vocabulary/grammar” and “viewing,” while “writing” received less attention; and (c) students often played the roles of “idea sharer,” “worksheet doer” and “information searcher.” Extrapolating the results with the replacement–amplification–transformation framework further revealed students as “worksheet doer” in the replacement level and “adaptive” as the distinguishing feature for the amplification and transformation level. Finally, from a mobile pedagogical framework perspective, the lesson plans showed that a certain level of personalization and collaboration was created. The results of this research could contribute to the understanding of teachers’ MALL lesson design practice and provide possible directions for supporting teachers’ design activities.

Mobile Learning in Civil Servant English Proficiency Training: Advantages, Challenges, and Implementation

This study takes Hainan Free Trade Port as the background to explore the potential and applicability of mobile learning in improving civil servants' English proficiency. While mobile learning offers many advantages, such as flexibility, convenience, personalization and collaborative learning opportunities, there are still challenges that need to be addressed, including technology infrastructure, data security and digital literacy. Using a specially designed WeChat E-learning training program as an illustrative case, the paper demonstrates how mobile platforms can cater to the unique English training needs of civil servants. This tailored program focuses on individualized learning, interactive sessions, and the establishment of a learning community, aiming to improve their intercultural communication skills crucial for international collaborations. The study highlights that while mobile learning shows great promise in the field of English training for civil servants, adequate support, resources, and optimal integration with traditional training methods are essential to take full advantage of its benefits. In addition, the study points to the need to explore innovative strategies for optimizing mobile learning experiences in the future and assess their long-term impact on civil service performance.

Effects on Saudi Female Student Learning Experiences in a Programming Subject Using Mobile Devices: An Empirical Study

There is a dearth of research on how mobile learning might help Saudi female students in particular perform better in computer programming courses. This paper aims to measure educational experiences ofSaudi female students using an empirical study, based on aframework related to mobile learning in a computer programming subject.
 The empirical study sample involved 21 students who used the ViLLE software tool in their quizzes in programming class. This study includes a survey with a mixed-method approach. The study results showed that students were satisfied with their mobile learning experience. The degree of satisfaction demonstrates how mobile learning can enhance learning in a computer programming subject.

Implementasi Game RPG Sebagai Media Edukasi Keterampilan Kewirausahaan Berbasis Mobile

Implementasi Game RPG Sebagai Media Edukasi Keterampilan Kewirausahaan Berbasis Mobile

Hand-Controlled User Interfacing for Head-Mounted Augmented Reality Learning Environments

With the rapid expansion of technology and hardware availability within the field of Augmented Reality, building and deploying Augmented Reality learning environments has become more logistically viable than ever before. In this paper, we focus on the development of a new mobile learning experience for a museum by combining multiple technologies to provide additional Human–computer interaction possibilities. This is both to reduce barriers to entry for end-users as well as provide natural interaction methods. Using our method, we implemented a new approach to gesture-based interactions for Augmented Reality interactions by combining two devices, a Leap Motion and a Microsoft HoloLens (1st Generation), via an intermediary device with the use of local-area networking. This was carried out with the intention of comparing this method against alternative forms of Augmented Reality to determine which implementation has the largest impact on adult learners’ ability to retain information. A control group has been used to establish data on memory retention without the use of Augmented Reality technology, along with three focus groups to explore the different methods and locations. Results found that adult learners retain the most overall information when being educated through a traditional lecture, with a statistically significant difference between the methods; however, the use of Augmented Reality resulted in a slower rate of knowledge decay between testing intervals. This contrasts with existing research as adult learners did not respond to the technology in the same way that child and teenage audiences previously have, which suggests that prior research may not be generalisable to all audiences.

Mobile Technology-Powered Education in Developing Countries

Mobile learning, which is supported by mobile applications and devices such as smartphones and tablets, has gained significant popularity due to the widespread adoption of mobile technology and continuous improvements in internet infrastructure. This trend is reflected in the growing use of mobile learning worldwide. Research has shown that smartphones play a crucial role in promoting student development, particularly in learning and research (Esechie et. al., 2022). Compared to traditional learning approaches, mobile technology-powered learning is more flexible and convenient, as it can be conducted at any time and in any places. Students can access learning resources via mobile devices, complete assignments and tests online, and more. Existing studies suggest that most students are receptive to mobile device-assisted learning, and student attitudes, strategies, and preferences are the main factors influencing their mobile learning experience (Tang et al., 2019).

Investigating the User Interface Design Frameworks of Current Mobile Learning Applications: A Systematic Review

Online learning has replaced traditional face-to-face classroom instruction in the educational system. Learning via mobile, or mobile learning, is one of the solutions that most learners use since it is less expensive and easier to adopt on the go. However, in addition to hindering information transfer, issues such as small screen size and bad interface design can also make learning more cognitively demanding. This paper presents a systematic literature review on the user interface design of mobile learning applications based on the preferred reporting items for systematic reviews and meta-analyses approach. Articles selected for this study were published after the COVID-19 outbreak, between 2020 and 2022. The goal of this research was to outline the current user interface design criteria and guidelines applied when designing a mobile learning application and explore how these factors affect the learner’s cognitive load. It also aimed to identify potential research gaps and future opportunities in the creation of a UID guideline/framework for mobile learning. The findings of this study may be used as a guideline for designers, developers, educators, instructors, and others who are interested in creating a mobile learning application that provides learners with an effective knowledge and mobile learning experience.

Samaritans and Saffron Interactive, Samaritans Veterans App

This is a case study detailing the 2022 IELA Bronze award winner for Mobile Learning Experience, the Samaritans Veterans App. This project was designed to support military service leavers and veterans in developing wellbeing management techniques and skills in order to facilitate a successful transition back into civilian life.

Determination of nursing students' attitudes toward and readiness for mobile learning: A cross-sectional study

BackgroundMobile learning is a learning method that enables nursing students to learn anytime and anywhere. ObjectivesThis study was designed to determine nursing students' attitudes toward and readiness for mobile learning. DesignA descriptive, cross-sectional study design was used. SettingThe study was conducted at a nursing faculty in Turkey. ParticipantsThe sample size was determined using the stratified randomization method by considering the participants' years at school, and 290 nursing students were included in this study. MethodsData were collected using the Sociodemographic Characteristics Questionnaire, Mobile Learning Attitude Scale (MLAS), and Mobile Learning Readiness Scale (MLRS) using the survey method. Statistical Package for the Social Sciences, version 25.0, was used for all data analyses. ResultsThe mean scores of the participating nursing students obtained from the MLAS and MLRS were 76.48 ± 9.28 and 79.64 ± 16.62, respectively. Compared to first- and second-year students, fourth-year students, those who had mobile learning experience, and those who wanted to use a mobile learning system in the future obtained higher MLAS and MLRS scores. A positive, weak correlation was found between variables, age and level of computer use, and the MLAS and MLRS scores. ConclusionsIt was determined that the attitudes of nursing students toward mobile learning were positive and they were ready for mobile learning. The results of this study can be used in designing and implementing mobile learning systems.

ERT as Mobile Learning by Necessity

The term as below Emergency Remote Teaching (ERT) has been adopted worldwide. In practice, approaches to ERT have been contextual with diverse lecturer and student experiences owing to complex assemblages of sociomaterial practices. Approaches to ERT as mobile learning by necessity are understudied. The ‘pivot' to ERT was particularly challenging for those in resource-constrained environments. Lecturers not only had to redesign face-to-face courses for ERT but were designing for mobile learning based on their own resource constraints and that of their students. For many, this highlighted broader concerns for equity and social justice. The authors share case studies of two lecturers at Rhodes University, arguing that a sociomaterial perspective can assist researchers and practitioners to better understand contextual approaches to ERT. The article demonstrates concerns when designing mobile learning experiences and how lecturers' design journeys are entangled with the material, social and political.

A qualitative investigation of psychological need-satisfying experiences of a mobile learning application: A Self-Determination Theory approach

Much research on mobile learning is cross-sectional or lacks a theoretical basis for investigating the mechanisms of mobile learning and achievement. This may be a concern as well-formulated theoretical frameworks allow results to be interpreted and contextualized in a coherent and integrated fashion that could then be valuable when interpreting findings in educational contexts. The main aim of this study was to investigate biology students’ experiences of using a mobile application for learning about species identification. We use Self-Determination Theory as a guiding framework to investigate students’ experiences of need-satisfaction of autonomy, competence, and relatedness within a mobile application, and whether this influences students’ learning processes. We conducted four focus groups with 26 biology students in higher education. Based on our thematic analysis, we find that students experienced the satisfaction of all three psychological needs while using the mobile application. Specifically, students’ needs were satisfied by experiencing choice, feedback, mastery, cooperation, and discussion. These elements in turn were related to the process of identifying species. Contradictory to what we expected, students reported more learning from a traditional textbook, compared to the mobile application. Our results provide useful information for learning designers, which suggests that it is important to take need-satisfaction into consideration when designing technology. Our study offers new insight into the underlying need-satisfying experiences of mobile learning, and it provides an understanding of how the different elements of need-satisfaction contribute to different species identification processes.

Toward mobile learning at Jordanian higher education institutions

Globally, <span>teaching methods and tools in higher education institutions (HEIs) have changed nowadays. Many attempts have been made in Jordanian higher education institutions (JHEIs) in order to improve and continuity of the educational process, especially during coronavirus pandemic. The outbreak of this virus has become a major disruption where all Jordanian universities cancelled classes and moved toward online learning, and mobile learning (ML) has appeared as one of the possible solutions. ML is in its early stages at JHEIs, and it is academically unexplored enough. So, this study explores the ML experience at JHEIs during coronavirus disease 2019 (COVID-19) crisis. The data were collected using a web survey where 272 students in JHEIs participated. The results revealed that the smartphone is the most widely used mobile device for ML ML is easy to use, ML increases the interaction between the instructor and the students and among the students themselves, ML has a positive impact on students’ performance, and also students are willing to use ML in the future. The outcomes of the study support policy makers at JHEIs to make educational decisions relating ML phenomenon.</span>

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.

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.

A Framework for Mobile Learning Acceptance Amongst Formal Part-Time Learners: From the Andragogy Perspective

Mobile learning is posited to be an effective learning tool for various learners. However, limited studies have been conducted to explore formal part-time learners’ behavior towards mobile learning. Therefore, this study investigated the level of acceptance of mobile learning by formal part-time learners in Malaysia. A theoretical model was developed based on the unified theory of acceptance and use of technology (UTAUT) and formal part-time learners’ attributes such as self-directed learning, prior mobile learning experience, learning readiness, and orientation to learning. The developed model and hypotheses were examined using a questionnaire, and measurement and structural models were analysed using SmartPLS (v 3.2.7). The participants of the study comprised 394 formal part-time learners enrolled in five public universities in Malaysia. Finding confirmed the significant influence of self-directed learning, learning readiness, effort expectancy, performance expectancy, social influence, and facilitating conditions in predicting the mobile learning behavioral intention and usage behavior. These findings can be considered by practitioners to enhance behavioral intention towards m-learning usage. The attributes of formal part-time learners toward the usage of m-learning in public universities were properly underlined in this study. This study’s main contribution would be to aid in the exploration of formal part-time learners’ characteristics, which would aid m-learning practitioners in developing the necessary applications and strategies.