Mobile Phone Learning Research Articles

Factors Affecting the Use of Smart Mobile Examination Platforms by Universities’ Postgraduate Students during the COVID-19 Pandemic: An Empirical Study

Recent years have seen an increasingly widespread use of online learning technologies. This has prompted universities to make huge investments in technology to augment their position in the face of extensive competition and to enhance their students’ learning experience and efficiency. Numerous studies have been carried out regarding the use of online and mobile phone learning platforms. However, there are very few studies focusing on how university students will accept and adopt smartphones as a new platform for taking examinations. Many reasons, but most recently and importantly the COVID-19 pandemic, have prompted educational institutions to move toward using both online and mobile learning techniques. This study is a pioneer in examining the intention to use mobile exam platforms and the prerequisites of such intention. The purpose of this study is to expand the Technology Acceptance Model (TAM) by including four additional constructs: namely, content quality, service quality, information quality, and system quality. A self-survey method was prepared and carried out to obtain the necessary basic data. In total, 566 students from universities in the United Arab Emirates took part in this survey. Smart PLS was used to test the study constructs and the structural model. Results showed that all study hypotheses are supported and confirmed the effect of the TAM extension factors within the UAE higher education setting. These outcomes suggest that the policymakers and education developers should consider mobile exam platforms as a new assessment platform and a possible technological solution, especially when considering the distance learning concept. It is good to bear in mind that this study is initial and designed to explore using smartphones as a new platform for student examinations. Furthermore, mixed-method research is needed to check the effectiveness and the suitability of using the examination platforms, especially for postgraduate higher educational levels.

Student’s social and emotional learning via mobile phone learning

Student’s social and emotional learning via mobile phone learning

Towards Sustainable Mobile Learning: A Brief Review of the Factors Influencing Acceptance of the Use of Mobile Phones as Learning Tools

Mobile phones have become widespread in the modern era. One contemporary use of mobile phones is in the education field, commonly known as M-Learning. Subsequent to the growth of M-Learning, developers of educational mobile applications need to understand what the user requirements are, and how to satisfy them. In order to measure user satisfaction while engaging with mobiles as learning tools, many models have been created using the Unified Theory of Acceptance and Use of Technology, and other models such as the Technology Acceptance Model. However, none of these has focused on the technical factors affecting the users’ intentions to use their mobile phones as learning tools. Due to technical limitations, as well as human psychology, mobile phone learning remains limited to an assistance-only function. This paper presents a review of studies that have been used to measure users’ intentions of engaging with mobile phones as learning tools. One hundred and twenty-seven papers have been reviewed, dating from 2011 to 2020. These papers differ in terms of methodology and results collected. Results showed that many models had been extended by adding factors such as trust, pre-usage or attitude. Moreover, this review concludes that almost none of the above-mentioned studies had identified precisely the technical factors that may affect the intention of using this type of technology in education. However, when classifying the influential factors of M-Learning, almost none of the studies discussed the advantages of the technical aspect in imparting knowledge through mobile learning. This study is significant for the education industry in its identification of the relative importance of these factors where mobiles are involved in the learning process. In addition, it provides a brief history of the involvement of technology in education.

A Longitudinal Study of Structural Relationships between Mobile Phone Dependence, Attention Problems, and Learning Activities in Early Adolescents: A Latent Growth Model

A Longitudinal Study of Structural Relationships between Mobile Phone Dependence, Attention Problems, and Learning Activities in Early Adolescents: A Latent Growth Model

A Study on the Influence of Mobile Phone Addiction on Academic Burnout in Postgraduate Students with Mediating Effect of Sleep Quality

In order to understand the current situation of postgraduates’ sleep quality, mobile phone addiction and learning burnout, and at the same time explore the mechanism of the influence of mobile phone addiction and sleep quality on academic burnout. The study used the “Mobile Phone Addiction Index Scale”, “Pittsburgh Sleep Quality Index Scale”, and “Graduate Academic Burnout Scale”. A total of 673 graduate students were surveyed. There are significant differences in mobile phone addiction among graduate students in different genders, majors, grades and family economic conditions. The sleep quality of postgraduate students will be different due to different grade and family economic conditions. The academic burnout level of postgraduate students will be different due to different genders, majors, grades, family economics, and whether they have work experience. The sleep quality of graduate students plays a partly mediating effect between mobile phone addiction and academic burnout.

大学生手机成瘾与学习动机、学习态度的关系

大学生手机成瘾与学习动机、学习态度的关系

The Evaluation of Use the Mobile Phone Learning English in Taiwan

The Evaluation of Use the Mobile Phone Learning English in Taiwan

Limitations of mobile phone learning

In this article, we discuss weaknesses inherent in mobile phone learning, and factors that limit its viability. (We do not discuss other m-learning devices such as PDAs.) We conclude that, while e-learning has met with some acceptance among educators and is increasingly being implemented, it will be necessary to solve the problems that we discuss before m-learning can become effective, accepted and widely used. Educators who are interested in using mobile phones for learning with their students should be aware of the current limitations.