Mobile Learning Platform Research Articles

Research on the application of WeChat mobile learning platform in ideological and political course teaching in universities

With the rapid popularization of personal mobile devices (such as mobile phones, tablets, etc.) and the mobile Internet, learning can take place anytime and anywhere and is no longer limited by time and space. The effective use of mobile technology for learning is mobile learning.Current, WeChat platform with the rapid development of the public will WeChat tentacles extend to mobile learning areas, the former because of its ease of operation, the diversity of interactivity, content delivery precision, and access to information in the sexual and other unique advantages, in the field of education in colleges and universities in the rapid rise, became popular with the teachers and students in the course of mobile learning platform, not only for college students to provide a convenient, simple, cheap and efficient mobile learning applications, also for the innovative development of colleges and universities education courses provides the high quality network carrier.Therefore, to explore the intrinsic educational value and learning support function of WeChat mobile learning platform and apply it effectively to ideological and political course teaching in colleges and universities has increasingly become an important topic of widespread concern for front-line teachers, experts and scholars.Based on marxist communication theory, ideological and political course teaching process theory and constructivism learning theory, this study aims to improve the effectiveness of ideological and political course teaching in colleges and universities, and conducts theoretical research and practical exploration closely around the issue of “how to use WeChat mobile learning platform to assist ideological and political course teaching”.

Quantitative Study on the Usefulness of Mobile Learning Platforms in Organisations

Quantitative Study on the Usefulness of Mobile Learning Platforms in Organisations

Research on Blended Teaching Mode of College English Based on Implicit Learning Theory

This paper explores the blended teaching mode supported by the mobile learning platform through an empirical research. It aims to analyze the relevance of implicit learning theory and language sense in College English audio-visual course, it also puts forward positive strategies on implementing implicit learning theory in English learning so as to promote autonomous learning and ensure the effectiveness of teaching.

RETRACTED: Mobile-based education design for teaching and learning platform based on virtual reality

As a new teaching medium, virtual reality technology has been widely used in the field of education due to the characteristics of immersiveness, imagination, and interactivity, thereby changing the previous teaching concepts and teaching models. Mobile learning has developed rapidly due to its characteristics of mobility, personalization, fragmentation, and hypermedia. Based on the characteristics of the two, we innovatively propose the application of virtual reality technology to the development and construction of mobile learning platforms. This article analyzes the application advantages of virtual reality technology in mobile learning first; proposes design ideas, development tools, architecture design, functional design, and development process of the virtual reality-based mobile learning platform second; displays some of the virtual reality-based mobile learning platforms that have been completed subsequently. Various teaching practice activities have been carried out based on these platforms and achieved good results.

Acid Test of Ghana’s Educational Institutions Operating Distance Learning Programs

The outbreak of the COVID-19 pandemic is an unprecedented blow to the Ghanaian Educational System. Following the closure of all educational facilities in Ghana in March 2020, the country’s President ordered for the adoption of distance learning. This poses the question: how prepared are Ghanaian institutions to carry out distance learning using online teaching approaches? Most institutions in Ghana offering distance learning programs currently adopt the usage of the tutorial method where there is minimal or no usage of online learning technologies. This article discusses the potential usage of mobile learning by Ghanaian Educational Institutions operating distance learning programs in the wake of combating the COVID-19. It proposes a model to support the use of WhatsApp Messenger as an online tool to support distance learning programs. The proposed model is a summary comparison between a typical Learning Management System (LMS) using Jurado’s classification and the proper application of the use of WhatsApp Messenger as a mobile learning platform in a Ghanaian context.

ìSPEAK: Using Mobile-Based Online Learning Course to Learn ‘English for the Workplace’

<p class="0abstract">Due to the rise of the digital era, various industries demand employees with a proficient communicative English skills, but many are still not up to par with the demands. One solution for this is to provide communicative English trainings for employees, especially support staffs, yet face-to-face trainings have many limitations, which can be overcome through mobile learning. Due to the fact that mobile learning can be accessed anytime and anywhere by anyone, the Massive Online Open Courses (MOOC) is one of the platforms that can be used to curb the issue. This paper aimed to identify the perceptions of support staffs towards using ‘ìSPEAK: English for the Workplace’ in MOOC. A total of 30 respondents were selected through purposive sampling and a survey through a 4-point Likert scale questionnaire was given out. The main findings showed that overall, the support staffs have a positive attitude towards using ìSPEAK. Nevertheless, half of them were unsure of the reliability of the sources available in the course. However, the findings of this study implied that ìSPEAK could be one of the training alternatives for support staffs to improve and increase their communicative ability. Future research can look into designing and developing various modules of communicative English in various mobile learning platforms, which could cater to different levels of proficiency of learners.</p>

Construction of “three-stage asynchronous” instructional mode of blended flipped classroom based on Mobile learning platform

Based on the elaboration of online learning, blended teaching and differences between the flipped classroom teaching and blended teaching, this paper addresses the fundamental principles that should be observed in the design of blended flipped classroom, and constructs a “three-stage asynchronous” teaching mode of online autonomous and collaborative learning before class, offline presentation and performance in class, and online consolidation and improvement after class. On this basis, a mixed research method of qualitative, quantitative and tracking observation to verify the effectiveness of this teaching mode is utilized. Findings showed that it contributes to improving academic performances of learners, developing their autonomy, strengthening their consciousness of collaborative inquiry, initiating their enthusiasm for learning, improving their classroom engagement, disciplining their attendance and enhancing their self-efficacy.

MEUS: A Mobile E-Learning Platform for Ultrasound Image Education

Recently, ultrasound has been increasingly used in emergency departments (EDs) due to its promising noninvasive and portable characteristics. Traditional ultrasound training is a complex process that requires knowledge gain, development of psychomotor skills, and visual perception. However, it usually takes a long time for a novice sonographer to finish an ultrasound training program, and the training may target on limited applications. The e-learning, information, and communication technology on digital devices to support learning may overcome the limitations of the traditional ultrasound training. In this article, we design and implement a mobile e-learning platform for ultrasound training, namely MEUS, to address the abovementioned issues. The MEUS provides an interactive learning environment for teachers and learners. Teachers and learners can access MEUS and receive real-time feedback anywhere and anytime through a mobile device or desktop. We implement a multistage learning process. To evaluate the learning performance of using the platform, we add the MEUS platform as a part of the emergency ultrasound training course with the Post Graduate Year (PGY) program in the ED at the National Taiwan University Hospital. Our study shows that the MEUS platform can significantly increase the learning efficacy of the PGY students.

Telegram as a Tool to Supplement Online Medical Education During COVID-19 Crisis.

Introduction:Instant Messaging Applications are known for their potential to enhance learning. However, to date, there has been little investigation into the implications of the ‘Telegram’ application for online medical education and training.Aim:This study explores the potential benefits and disadvantages of integrating Telegram into undergraduate medical education during the COVID-19 pandemic.Methods:An exploratory study was conducted between March and May 2020, with 203 undergraduate medical students recruited through purposive sampling. Data was collected through seven open-ended questions, followed by thematic analysis using Atlas.ti.Results:Most students participating in this study reported multiple utilities of the application, including easy access to educational resources and the ability to add unlimited members, as well as files in all formats and sizes. Additionally, the application assisted students to engage with collaborative learning, maintain their wellbeing, and ensure their security. However, they also reported some drawbacks, i.e., a complex interface, information overload, and a tendency to distract them, causing time wastage.Conclusion:This study concludes that Telegram provides an effective mobile learning platform for medical students during the current crisis, in particular. Moreover, it offers considerably more functionalities and fewer potential drawbacks than alternative applications.

Designing a Theoretical Integration Framework for Mobile Learning

<br /><table class="data" width="100%"><tbody><tr valign="top"><td class="value"><p>New technologies are rapidly changing mobile learning and making it difficult to control. In addition to educational factors and learning content, a modern mobile learning system must take into account the technical and personal aspects of learning, the devices and aspects related to its evolution and interoperability. Teaching on the other hand has also evolved involving more flexibility in tasks and learning stages, thus using modern technologies that offer more alternatives now. In addition, such tasks may be specific to the learning content as well as the learning context or furthermore the learner's environment.</p><p>Traditionally, mobile platform design relies on the skills of a mobile developer whose knowledge allows him to design mobile applications that are useful to users. But with mobile learning, the design phase involves more than just mobile development skills. For example, if you are designing a platform for practical work, the instructors responsible for the training should be involved. However, the empirical results show that educators do not integrate technology effectively into their curricula. To enable these instructors to develop mobile learning platforms, it is important to facilitate their integration through a theoretical model that will take into account all the ingredients necessary to complete this learning and to balance them in order to ensure its efficiency. In this study authors used a thematic synthesis methodology to present a framework for mobile devices integration in learning. They focused on three models that they think are the most cited in the field of ICT (information and communication technologies) integration in learning.</p><p>The five-axis framework consists of enriching the TPACK framework(Technological Pedagogical Content Knowledge model in order to more precisely address mobile learning by covering the following parts: pedagogy, content, mobile technology, learning environment and learner’s profile. It describes relatively in depth the various factors involved as well as the effective interconnection to be ensured to achieve an optimal and efficient integration of m-learning. Balancing those five parts will be a matter of plural reflection when designing or consulting on a mobile learning platform.</p></td></tr></tbody></table>

AMBLE: A Context-Aware Mobile Learning Framework

INTRODUCTION: Mobile Learning is a new pivotal learning trend nowadays. With the increasing use of sophisticated smartphones equipped with augmented reality supporting tools and sensors, mobile learning platforms are expected to deliver tailor-made and customized learning elements to learners. Context-awareness is regarded as the fundamental approach or workaround to lift this learning style to distribute adaptive and personalized learning elements in mobile devices. OBJECTIVES: The main priority in mobile learning is to make learning elements as flexible as possible using different forms of context data to extend the natural adaptation capabilities in mobile devices in order to engage learners in extremely rich environments. METHODS: In this paper, A context-aware MoBile LEarning framework is proposed, namely the AMBLE framework. It processes contextual data at four distinct levels namely: Sensing Layer, Adaptation Layer, Context Processing Layer, and Application Layer to perform adaptation of learning contents based on the actual environment and conditions of the learner. RESULTS: Partial implementation of the proposed framework has the potential to capture and represent the physical context information that may be used to perform a dynamic adaptation of learning contents and thus significantly improve the mobile learning experiences. Extra work is expected regarding the implementation of the other layers and components of the framework including the user model, context manager, and the adaptation engine. CONCLUSION: The AMBLE framework proposes some relevant content adaptations with some positive results. As future works, new forms of user-context adaptation synthesized with other extracted data sets of contextual information will be used to establish and align relevant dynamic adaptation and personalization of learning contents.

Sakai: A Mobile Learning Platform

These days, humans have been witnessing related technological and social development, by means of which mobile technologies and Internet yield global access to information with mobility of knowledge. Mobile learning platforms are designed based on electronic learning (e-learning) and mobility. It is regarded as a useful way to enhance the learning process. Sakai as a mobile learning platform, design intentions are to be adaptable to any educational purposes, within or outside the institution, dependent on the provision of effectiveness in classroom instruction based on the learning style of the students, extensible in the cultivation of thinking skills in the learner, and efficient in communicating and exchanging data among its enrolled classroom members and other online platforms. This study employed a systematic review of related literature to investigate the predominant research methodology adopted by various scholars to assess necessary factors concerning mobile learning platform. Fifteen articles are selected based on established criteria. The findings indicated that most of the researchers used quantitative research methodology in investigating the effectiveness and concern variable of mobile learning. Also find out is that most of the outcome of the studies include, achievement, perception, pedagogy, motivation and mobile learning platform as a form of educational technology.

Understanding the Quality Determinants that Influence the Intention to Use the Mobile Learning Platforms: A Practical Study

<p class="0abstract">There is a widespread use of Internet technology in the present times, because of which universities are making investments in Mobile learning to augment their position in the face of extensive competition and also to enhance their students’ learning experience and efficiency. Nonetheless, Mobile Learning Platform are only going to be successful when students show acceptance and adoption of this technology. Our literature review indicates that very few studies have been carried out to show how university students accept and employ Mobile Learning Platform. In addition, it is asserted that behavioral models of technology acceptance are not equally applied in different cultures. The purpose of this study is to develop an extension of Technology Acceptance Model (TAM) by including four more constructs: namely, content quality, service quality, information quality and quality of the system. This is proposed to make it more relevant for the developing countries, like the United Arab Emirates (UAE). An online survey was carried out to obtain the data. A total of 221 students from the UAE took part in this survey. Structural equation modeling was used to determine and test the measurement and structural model. Data analysis was carried out, which showed that ten out of a total of 12 hypotheses are supported. This shows that there is support for the applicability of the extended TAM in the UAE. These outcomes suggest that Mobile Learning Platform should be considered by the policymakers and education developers as being not only a technological solution but also as being new e-learning platform especially for distance learning students.</p>

Gender Differences in Cognitive Loads, Attitudes, and Academic Achievements in Mobile English Learning

Studies on gender differences in mobile English learning are in their initial stages. College English IV, designed by a number of professors and engineers in a university in China, serves as a mobile English learning platform. This study aims to determine gender differences in cognitive loads, attitudes, and academic achievements in English language learning assisted with this mobile English learning platform. Through a mixed research design, 79 randomly selected participants join the research, together with interviews and posts to collect qualitative data. Cognitive loads, attitudes, and academic achievements are measured through related scales to collect quantitative data. It is concluded that there are significant gender differences in cognitive loads, attitudes, and academic achievements in English language learning assisted with the mobile learning platform. Future research on gender differences in mobile English learning should also examine relationships between gender differences, learner motivation, achievement goals, and learning outcomes.

Promoting Learner Autonomy in IT English Learning through the Use of Three-dimensional Textbook

The advent of mobile learning platform and E-book is believed to provide an autonomous learning space for language learning. Three-dimensional IT English textbook which includes audiovisual resources, an E-book and an online teaching website makes it possible to learn IT English anytime and anywhere. The aim of this paper is to discuss the significance of learner autonomy and its feasibility in IT English education. The use of three-dimensional textbook can facilitate the application of autonomous learning mode in IT English learning, which will greatly improve the effect of English teaching.

Scan and Learn: Quick Response Code Enabled Museum for Mobile Learning of Anatomy and Pathology.

In the past, medical museums played a significant role in anatomy and pathology training. The attraction of medical museums has declined recently due to the emergence of information technology and innovative medical curricula. An innovative mobile learning platform has been developed using quick response (QR) codes for the museum specimens at the Lee Kong Chain School of Medicine, Singapore. High-quality images of the potted specimens were captured and combined into an album and a video using Adobe Acrobat Pro 9 and Windows Movie Maker, respectively. Subsequently, QR codes were generated linking to PDF documents with annotations, pathology, and clinical history concerning the specimens. Quick response codes were piloted in gastrointestinal teaching module for Year 2 medical students. Survey responses were obtained from students to verify the efficacy of QR as a learning tool. The majority of students either agreed or strongly agreed that it was easy to access the information about the specimen with QR codes (4.47±0.84), while 96% of students agreed that they are able to correlate the specimen with the annotated images (4.56±0.56). The majority of students (78%) agreed that QR codes are useful for their learning (4.22±0.87), while 75% of students felt QR codes motivate them to visit Anatomy Resource Centre. Most of the students agreed that QR codes are useful for revision of materials (4.13±1.07) and independent learning (4.38±0.87). These findings suggest that QR codes are not only effective for students learning but also enhance their exploration experience with the museum specimens.

Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students

The study adopted a modified Unified Theory of Acceptance and Use of Technology2(UTAUT2) as a theoretical foundation to investigate students’ initial perceptions of Google Classroom as a mobile learning platform. By including six non-linear relationships within the modified model, the study examined the nuances in interaction terms between Habit and Hedonic Motivation, in relation to the other constructs in the original UTAUT2 model towards Google Classroom intention formation and use behaviour. Based on this, a questionnaire was used to collect data from 163 students, employing a purposive sampling technique with Partial Least Squares Structural Equation Modelling (PLS-SEM) utilized for statistical analysis. Overall, the results revealed important significant non-linear relationships between Hedonic Motivation and Habit with the rest of the UTAUT2 factors within the model. Students’ positive intentions to accept Google Classroom were anchored on Habit, Hedonic Motivation and Performance Expectancy. However, both Habit and Hedonic Motivation had significant and positive non-linear relationships with Performance Expectancy, Effort Expectancy and Social Influence towards Google Classroom usage intentions. Uniquely, Habit was the strongest predictor of Behavioural Intention. Again, the Importance-Performance Map Analysis (IPMA) proved that Habit was the most important factor in determining actual usage (Use Behaviour) of Google Classroom rather than Behavioural Intention.

Students' characteristics in programming learning and the design of a mobile learning platform

We studied the correlations between novice students' performance in an introductory programming course and their learning characteristics and styles as well as their motivations toward this difficult area. Based on the findings, we then provided a conceptual design of a mobile learning platform for enhancing their performance, using the most prevalent messaging and social media applications (APPs) among the students. The study took place in two different academic years for students taking introductory programming courses at Macao Polytechnic Institute in Macao and the University of Coimbra in Portugal. We compared the results of the two samples and found that although we could not establish correlations in many cases, we were able to get some insights on some context and teaching aspects that might be improved. The most important factor to improve the students' performance in their first programming course is to enhance their confidence and motivation in a visual learning environment.

Students' characteristics in programming learning and the design of a mobile learning platform

Students' characteristics in programming learning and the design of a mobile learning platform

Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform

After working with a number of scholars for two years, a university designed a mobile learning platform referred to as ‘College English IV,’ where learners could have easy access to various kinds of learning resources through installing the program in their smart phones. This study aims to identify whether this platform could significantly improve the proficiency of English as a foreign language (EFL), yield learner satisfaction, and reduce learners’ cognitive loads in EFL classes. Randomly selected 340 tertiary students participated in the study. After quantitative multivariate analysis and qualitative interview data analysis, it was concluded that: (1) In EFL classes, participants with the mobile learning platform were more satisfied than those without it; (2) In EFL classes, learning outcomes of participants with the mobile learning platform improved significantly more than those without it; and (3) In EFL classes, cognitive loads of participants with the mobile learning platform were significantly lower than those without it. Interdisciplinary research may be needed in future research.