Mobile Technology In Education Research Articles

Aplikacje mobilne w akademickiej dydaktyce językowej na przykładzie wykorzystania platformy Duolingo w nauczaniu języka rosyjskiego

In the last decade, there has been a marked increase in interest in the use of mobile technologies in education, especially in language teaching. In the context of Mobile Assisted Language Learning (MALL), mobile applications offer unique features such as personalization, interactivity, and access to online resources, promoting individual language learning processes and supporting traditional teaching methods. This article focuses on the analysis of the effectiveness of the Duolingo application in teaching Russian at the University of Warsaw. The study was conducted in the summer semester of 2021/2022 with a group of 78 students. The results confirmed the positive impact of Duolingo on student engagement and the efficiency of material assimilation, while emphasizing the need for technical and educational support for the full use of the application. Study participants were keen on using Duolingo, particularly appreciating the reading lessons, although exercises aimed at developing speaking and writing skills were perceived as less effective. The conclusions of the study indicate the need for further research on the application of Duolingo in foreign language teaching and the analysis of its materials in the context of glottodidactics.

Exploring Smartphone Usage as an ICT Tool among College Students of Chaturbhujeshwar Janata Multiple Campus

This study aims to reveal students' and lecturers' perspectives on Information and Communication Technology (ICT), including its pros and cons, and to cultivate a technology-friendly environment in colleges. It extensively examines the potential benefits and challenges linked to integrating Mobile Technology in education. Moreover, the research seeks to understand how both students and educators perceive mobile technology use among college students, evaluating its advantages and disadvantages. This study employs the Connectivism theory as the analytical framework to evaluate the study's outcomes. Data analysis involves the utilization of frequency analysis. The research design is characterized as a concurrent mixed methods approach. The primary research instruments utilized encompass a semi-structured questionnaire and an interview checklist. The target population consists of 700 students and 22 teaching faculties enrolled in Bachelor's degree programs, with 152 students and all 22 faculties selected as respondents. Upon the comprehensive integration and synthesis of data, a total of 14 fundamental themes and two overarching perception themes were discerned through the analysis process. The findings reveal that smart phones are widely used among college students for studying, communication, and accessing information. Meanwhile, students and lecturers have acknowledged both the benefits and the potential negative impacts on academic performance. The study provides valuable insights into the perceptions and experiences of students and educators regarding the usage of mobile technology in education. As technology continues to play a vital role in education, it is essential to foster a conducive learning environment by leveraging its advantages while mitigating its potential drawbacks.

The Role of Mobile Technology in Improving Accessibility and Quality of Learning

The development of information technology, especially in the form of mobile technology, has sbrought revolutionary changes in various fields of life, including education. The widespread use of mobile devices such as smartphones and tablets has opened up new opportunities for learning and significantly increased the accessibility and quality of learning. The purpose of this summary is to describe the important role mobile technologies play in improving the accessibility and quality of learning. With the help of descriptive methods and literary analysis, the positive effects of mobile technologies on learning are examined. First, mobile technology has broken down geographical and physical barriers to access learning. The ability to access learning materials and educational resources via mobile devices has opened the door to distance learning and self-study. Students can now study anywhere, anytime, increasing the flexibility of the learning process. Second, mobile technology enables the use of interactive and engaging learning applications and platforms. Many educational apps available online offer innovative learning methods such as educational videos, educational games and interactive quizzes. This helps increase student engagement and interest in the learning process, which has a positive impact on their motivation and academic performance. In addition, mobile technology enables more effective collaboration and communication between students, teachers and parents. With the help of communication apps and online learning platforms, teachers can provide real-time feedback, strengthen teacher-student relationships, and facilitate parental involvement in their children's academic development. However, this summary also highlights some of the challenges and concerns that need to be addressed when learning to use mobile technology. Issues such as unequal access to technology, the potential for distracting concentration due to distracting devices, and the importance of student data security and privacy need to be carefully considered. As we recognize the increasingly important role of mobile technology in education, we can take advantage of the opportunities and opportunities offered by this technological revolution to increase the accessibility and quality of learning. With the integration of smart technology and the right support, mobile technology-based learning can become one of the main pillars of a more inclusive and innovative education in the future.

РОЛЬ МОБІЛЬНИХ ДОДАТКІВ В УДОСКОНАЛЕННІ НАВЧАЛЬНОГО ПРОЦЕСУ З ФІЗИКИ

The article proves the relevance of the problem of using mobile technologies in the educational process of physics, in particular mobile applications, 3D models and AR (augmented reality, AR) technologies due to the need to implement a research teaching method that provides a significantly higher level of activation of cognitive activity physics students. Special attention is paid to the ArBook mobile application as a modern and effective educational tool. The advantages of using ArBook in the study of physics are considered; methods of its application during blended learning are proposed; the practical results of the application of augmented reality technology in the study of topics in physics are presented. Possibilities and features of the organization of student training using augmented reality technologies are described on the example of the experience of using them in the educational process, and the positive aspects of their application are determined. An assessment of the effectiveness and feasibility of using mobile technologies in the mixed education of students was carried out, thanks to which it was confirmed that the use of mobile technologies and technologies of augmented reality during the educational process in physics contributes to increasing the success of students.

Respon Kognitif dan Afektif Siswa terhadap Media Pembelajaran Berbasis Android

This study analyzes students' cognitive and affective responses to Android-based learning media and its impact on learning outcomes. Using a descriptive method, the research involved 40 students. Data was collected through questionnaires measuring students' cognitive and affective responses, and multiple-choice tests administered before and after media use. Results show a significant improvement in student learning outcomes; all students achieved the minimum passing score (70) after using the media, with the highest score reaching 98. Students' cognitive responses to the media were highly positive, with percentage scores ranging from 75% to 82%, indicating the media's effectiveness in enhancing understanding and learning outcomes. Affective responses also showed positive results, with percentage scores between 81% and 84%, suggesting that students felt happy, motivated, and comfortable while learning. The study concludes that Android-based learning media is effective in improving academic achievement and creating an interactive and enjoyable learning environment for students. This approach can be an essential part of school learning strategies. The research highlights the potential of mobile technology in education, demonstrating its ability to engage students both cognitively and emotionally, thereby enhancing the overall learning experience and academic performance.

АҚПАРАТТЫҚ ТЕХНОЛОГИЯЛАРДЫ ОҚЫТУ ӘДІСТЕМЕСІН ЖЕТІЛДІРУ ТӘЖІРИБЕСІ

Digitalization not only affects the content of education, but also shows the need to improve the organization of the information educational environment. The university's educational programs are accompanied by changes in information technologies, and work is carried out annually to update and supplement them. Along with the use of presentations and video files, which have become familiar in the organization of the information educational environment, video communication should become forms of conducting a modern lesson, including the participation of leading specialists, direct access to databases, planning news broadcasts or forums, using the capabilities of social networks. The article shows that the improvement of the methodology of teaching information technologies is carried out in two directions. The first is updating the content of the discipline. The second is related to the discussion of virtual whiteboards, mental maps, augmented reality or mobile technologies in education and QR codes, as well as methods of using new technologies.

The Effectiveness of Mobile Learning Technology in the Educational Process

The article discusses the importance of mobile learning technologies in comparison with traditional teaching methods, which make it possible to organize effective interaction of all participants in the educational process, plan joint work, correctly allocate resources, provide the necessary means to solve educational tasks. The authors of the article present their views on the structure of the organization of the educational process in a technical university. It is established that the possibilities of using mobile learning technologies in the educational process allow us to focus attention on the sphere of formation of an educational virtual environment in which self-development and training of students in the activities of a teacher takes place. The article considers mobile learning as a prospect for the development of digital learning, describes a number of advantages and disadvantages of mobile learning in the organization of the educational process and reveals the content of mobile applications in the educational process. The directions of application of mobile learning in modern education are also provided. Despite the widespread availability of mobile phones among students, mobile education in domestic universities is less common. An explanation of the term «mobile learning» and addresses the problems of using mobile learning in education and its research. In order to analyze the technical and psychological readiness of students to use mobile technologies in teaching students, a survey of students of the educational program «Information Technologies» of the Zhangir Khan West Kazakhstan Agrarian Technical University on the use of mobile devices in the educational process was conducted and the result was analyzed. Most of the students came to the conclusion that they are technically and psychologically ready to use mobile technologies in education and need further study of new university opportunities for more effective use of mobile learning technologies in the educational process

PECULIARITIES OF USING MOBILE TECHNOLOGIES FOR POSSESSING ENGLISH BY FUTURE BORDER GUARD OFFICERS

The article provides a theoretical substantiation and analysis of the use of individual mobile devices as a means of intensifying the educational process. It has been determined that mobile technologies in education are based mainly on the use of mobile phones, which, due to constant improvement, can be considered not only as a means of communication, but also as a means of learning. It has been established that high-quality professional training of future border guard officers requires continuous updating, expanding knowledge of English in the field of activity, which sets new tasks for the National Academy of the State Border Guard Service of Ukraine to train qualified personnel, requiring improvement of interpreting and translation skills. The article considers mobile technologies as a learning tool that helps to significantly diversify the process of learning English by future border guard officers in a higher military institution and has a number of advantages: introducing and processing new material; checking the lexical and grammatical material learned; conducting listening with the help of audio and video materials; compiling dictionaries for the relevant educational material, etc. Moreover, students can access course materials and participate in online classes from anywhere and at any time using their mobile devices. The article substantiates the practicality and expediency of their use in the process of mastering English by cadets of the National Academy of the State Border Guard Service of Ukraine. The practical significance of using mobile technologies in the learning of English by future border guard officers is considered, namely, the author’s own optional program of the distance learning course “English for Professional Communication of Border Guards”, as well as the applications Learn English Elementary, Wordshake, LinguaLeo, etc.

Mobile learning technology in the educational process of a technical university

This article discusses the importance of mobile learning compared to traditional teaching methods. Mobile technologies provide effective interaction for all participants of the educational process, allow organizing collaborative work, effectively distribute resources and provide the necessary tools for solving educational tasks. The authors of this article present their views on the organization of the learning process in a technical university. They found that the use of mobile technologies in the learning process allows focusing on the formation of an educational virtual environment, in which students develop and learn under the guidance of a teacher. The article considers mobile learning as a promising direction for the development of digital education. It describes the advantages and disadvantages of mobile learning in the organization of the educational process, and also reveals the content of mobile applications in the educational process. Examples of mobile learning in modern education are also given. Despite the fact that cell phones are widespread and accessible to students, mobile learning is used less frequently in domestic universities. The article explains the term “mobile learning” and touches on the problems of its use and research in education. To analyze the readiness of learners to use mobile technology in education, a survey of students in the “information technology” program of Zhangir Khan Agrarian and Technical University was conducted. The results of the survey were analyzed. As a result of the survey, it was concluded that the technical and psychological readiness of students to use mobile technology in the educational process of the university requires further study of new opportunities for more effective use of mobile learning technologies.

Analysis of Prospective Primary School Teachers' Attitudes towards Mobile Learning Tools and Acceptance of Mobile Learning

Although the use of mobile technologies in education is rapidly becoming widespread, there are limited findings about the attitudes, competencies and acceptance behaviors of prospective teachers who use and will use these technologies. However, prospective teachers will be the implementers of new technologies such as mobile learning in education when they start their teaching profession in the future. In this study, it was aimed to examine prospective teachers' attitudes towards mobile learning and their mobile learning acceptance behaviors in terms of some variables. The study was conducted by cross-sectional survey method with the participation of prospective teachers studying at two universities in Kazakhstan. The study was composed of 260 prospective teachers at different grade levels. According to the findings of the study, the acceptance behaviors of prospective teachers towards mobile technologies were found to be moderate, while their attitudes towards these technologies were found to be positive and high. In the study, it was found that prospective teachers' attitudes towards mobile learning and mobile learning acceptance behaviors showed significant differences according to gender and grade level. Finally, it was found that attitudes towards mobile learning predicted mobile learning acceptance behaviors significantly and positively in Kazakhstani prospective teachers

Adoption of Distance Education and Mobile Technology by University Students

The aim of this study is to determine the adoption of distance education and mobile technology by university students. Quantitative research method was used in the study. The research was conducted in the fall semester of 2021-2022. Volunteer 412 university students continuing their education in Kazakhstan participated in the research. In the research, 3-week online education mobile technology training was given to university students. "Mobile Technology in Education" measurement tool developed by the researchers and compiled by experts in the field was used in the research. The measurement tool was delivered and collected by university students via online method. The analysis of the data was made by using the SPSS program, frequency analysis, t-test, and the results were added to the research in the presence of tables. According to the results obtained from the research, it was concluded that there was a significant difference between the post-test mobile technology status of university students and that their mobile technology status was high.

Investigating the impact of fourth-generation (4G) mobile technologies on student academic performance

The fourth generation (4G) wireless communications and technologies has improved our way of life in many areas, such as health, communications, and education. This study sought to explore the impact of fourth-generation mobile technologies in education; more specifically, its impact on university students’ academic performance. The study used the quantitative research method using a closed-ended questionnaire to determine the impact of fourth-generation technologies on students' academic performance in a higher education institution (HEI). The study measured and understood the students’ performance through the research questions and specifically the question part 3 (question 4) which concentrated on the impact of 4G mobile technology on students’ academic performance. It was found that 4G mobile technologies improve students’ mobility, Internet quality, faster Internet connection, and online resources than going to the library. It also improves communication with other students and sharing of academic materials which directly impact students’ academic performance and many more.

The Role of Mobile Technologies in the Development of Key Competencies – a Review Study

Modern education is based on the development of key competencies. By developing key competencies, we should prepare pupils and students for real life, i.e. for their beneficial integration into society and their professional life. At the same time, digital devices are penetrating education, of which mobile technologies have a strong position in education. Much research has looked at the impact of mobile technology on the learning process, motivation and learning fixation, but does this technology have an impact on the development of key competencies? These thoughts led the authors to produce a review study that maps the role of mobile technology in the development of key competencies. The paper aims to analyse the available literature and determine the current state of the art on the issue described above. In the theoretical part of the paper, the authors describe the theoretical background that formed the basis for the development of the review study. The theoretical part of the thesis deals with the area of mobile technologies in education, where the authors define the term mobile technologies and briefly outline their position in education. Another area discussed is key competencies, where the authors define the term, describe their role in the context of European education, and focus in detail on key competencies for learning, problem solving, communicative competencies, and digital competencies. The last theoretical area described is the the research methodology, in which the authors focus exclusively on defining the concept of a review study. The research part contains the methodology of the conducted research, where the specific procedure of the review study is described. 50 publications were selected and analysed in detail, and the information found was recorded in a table. The results of the research do not only contain conclusions about which key competencies are developed by mobile technologies but also look at, among other things, what level of education uses this technology or how different countries perceive this issue. The results of the research can serve as a basis for further research that can look at the relationship between mobile technology and specific key competencies.

Mobile development: learn du’a for early childhood learners

This project stands by acknowledging the use of mobile technology is progressively popular among early childhood learners in recent years. But, an extensive systematic literature search on educational mobile technology and touchscreen indicated that most of the applications are not suitable for early childhood learners as it lacks several multimedia features. Therefore, this project designates the development procedure of an educational mobile application for early childhood learners, who are very receptive to new knowledge and information. As a proof of concept, the development of this application utilizes the learning of the Islamic du’a recitation. This application was designed using the android studio and the flutter software combined with the java programming language. Upon the development of this application, several testings were done and analyzed. The result shows that users were satisfied with the applications as most of the testing scores were highly rated. Based on these results, the usage of this newly mobile application can be suggested to be adopted by early childhood learners.

Mobile Outdoor Learning Effect on Students’ Conceptual Change and Transformative Experience

Using mobile technologies in education has a lot of potential to take learners outside of their regular classrooms and mediate learning scenarios that are related to real-life situations. Mobile outdoor learning could help students to establish connections between learned concepts and their everyday life. To find out if mobile outdoor learning could be used to shift students’ scientific understandings and to facilitate their knowledge transfer, i.e. students use their acquired knowledge in everyday life, an action research was conducted with 158 students (age 14–16). The results indicated that students gain knowledge during mobile outdoor learning and develop a conceptual change. Furthermore, the results showed that a learning scenario focusing on a socio-environmental problem had a bigger impact on students' transformative experience towards science learning than a more biologically specific topic.

The Study of Teaching Staff Motivation to Use Mobile Technologies in Teaching Mathematics

The use of distance learning platforms, digital educational resources and mobile devices expand pedagogical arsenal. The subject of the study is teachers’ readiness to use mobile technologies in education, for the issue of motivation remains important. The purpose is to identify motivational factors and define mathematics students and teachers’ motivation level to use mobile technologies in teaching. The survey involved 74 people, of which 38 were bachelor students of Elabuga Institute of Kazan Federal University in the pedagogical direction (profile “Mathematics and Physics”) and 36 mathematics teachers of the Republic of Tatarstan. The author identified motivational factors characterizing mathematics teachers and students’ attitude to mobile learning and defined the degree of their relationship with the teaching staff readiness to use mobile technologies in teaching mathematics. The results of the survey confirmed the teachers and students’ high motivation to use mobile technologies in teaching mathematics. The calculation of the Spearman correlation coefficient allowed concluding that the level of motivation decreases with age, but the relationship is weak, insignificant. The results can be used to define the level of motivation and assess the motivational factor significance in the teaching staff training, retraining and advanced training in the field of mathematics mobile learning.

THE OPPORTUNITIES OF MOBILE TECHNOLOGIES IN THE PRACTICE OF TEACHING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE

The article deals with the problem of forming a linguistic personality of foreign medical students. The article highlights the problem of forming the language personality of a foreign medical education seeker in the context of changes in the world and domestic educational systems. The authors analyze the relevance and appropriateness of using mobile technologies in Ukrainian language classes as a foreign language, taking into account the modern development of society, organizational and technological foundations of studying the subject «Ukrainian as a Foreign Language». Considering the trend of transition of users from the operation of desktop personal computers to more mobile portable devices (tablets, smartphones) and based on the problems of organizing the educational process, the assumption of the effectiveness and relevance of mobile technology in teaching Ukrainian as a foreign language. Based on the analysis of the existing definitions of the term "mobile learning" the interpretation was offered, in which mobile devices are the means to achieve didactic objectives. The potential of the use of mobile technologies in education is analysed, as well as the factors that complicate their applications by teachers are given. The domestic experience of using mobile devices for educational purposes is considered. The authors argue that there are many opportunities to transfer information materials to the learner. Options for using mobile learning in Ukrainian as a foreign language classes are shown. The article proposes the use of smartphones when performing practical tasks; target platforms in the study of topics; independent language acquisition; when repeating the material in extracurricular time. The advantages of using mobile devices as convenient tools for accessing cloud services to organize joint activities of students are considered.

Mobile Technologies in Education

Mobile Technologies in Education

TRENDS AND PROSPECTS OF MOBILE LEARNING TECHNOLOGY IN EDUCATION

The rapid development of digital technologies has led to the transformation and modernization of the educational process, becoming the basis for significant changes in traditional teaching methods. Today, what is happening in the world – the pandemic – puts at the forefront a fundamental study of the issue of transferring education to digital format. The aim of this study is to present the results of research in the field of application of new technologies in higher education with special attention to mobile learning as a modern innovative approach and to determine the current situation and prospects for the application of mobile technologies in teaching. The authors take mobile learning as a promising vector of digital pedagogy, describe the advantages of using mobile learning technologies in the organization of the educational process and reveal the content of mobile applications in the educational process. The article also touched upon the shortcomings of mobile learning technologies in education. In addition, an overview of the history of mobile learning, an explanation of the term, problems of using mobile technologies in education and the course of its research were presented. Analyzing mobile applications, we present several applications used in training. In the course of the work, the results of a survey conducted to study and analyze the decisive factor for overcoming possible conflicts when using mobile learning in higher education were analyzed.

Mobile Technologies in Education

The informatization of education is one of the priorities on the path to open education and is an indicator of the development of modern society. The use of information tools in education, including mobile technologies, creates conditions for the implementation of the educational process and ensures its continuity by integrating traditional and distance learning, which is especially relevant today, in quarantine times, when many educational institutions use distance or blended (combined) form of education. The aim of the article is to understand the notion of mobile education and its influence on current development of educational processes in higher educational institutions in Ukraine.