Mobile Learning Technologies Research Articles

Impact of Mobile Learning in the Cloud on Learning Competencies of Engineering Students

It has been acknowledged that the mobile learning concept has extended numerous opportunities for teachers as well as students, as it makes way for an active learning atmosphere anywhere and anytime. Mobile learning technology can be resourcefully improvised by extending the cloud technology into it. This study is an attempt to analyze the impact of mobile cloud computing on learning competencies of engineering students. The main intention is to experiment whether mobile learning using cloud technology has an impact on student’s performance by investigating the influence of this innovative teaching technique on course outcomes. The results illustrated that use of cloud based mobile learning in studying an engineering subject is rewarding and does has an encouraging impact on learning competencies of students. The results distinctively indicate that cloud based mobile learning can be effectively used for learning engineering subjects that results in superior attainment of course outcomes.

Effects of caption and gender on junior high students’ EFL learning from iMap-enhanced contextualized learning

With the global positioning function, mobile learning technology extends the capacity of modern learning to fulfill location-based learning for learners to learn everywhere contextually. This study developed a digital interactive geographic map (iMap) with GPS function to support location-based contextualized EFL learning. Four classes of ninth-graders from a junior high school voluntarily participated in the 2-session 70-min learning activities using tablet PCs. Two experimental groups (non-caption vs. English-caption) were implemented, and the effects of caption and gender on learning performance and motivation were examined. The results showed that the caption*gender interaction was significant on learning performance, and the male non-caption group outperformed the male English-caption group, while the female learners in both groups performed equally. As for motivation, the participants demonstrated positive motivation in all aspects (i.e., self-efficacy, proactive learning, learning value, achievement goal and environmental incentive), and the non-caption group showed higher degrees of motivation in self-efficacy, learning value and environmental incentive than the English-caption group, while the gender effect was non-significant on these motivation aspects. Furthermore, the caption*gender interaction on proactive learning and achievement goal indicated that captions tended to interfere male learners’ learning intention and sense of achievement, suggesting that the adaption of learning strategies to individual traits and gender differences is imperative. This research extends the investigation on issues concerning the application of iMap-enhanced contextualized learning to the research field of technology-enhanced language learning, and the findings further support the argument that contextualized learning induces high motivation and assists learners in language comprehension and application.

Seeking coherence between 'mobile learning' applications and the everyday lives of medical residents.

IntroductionThe role of technology in health professions education has received increased research attention. Research has examined the interaction between humans and technology, focusing on the mutual influence between people and technology. Little attention has been given to the role of motivation and incentives in how learning technologies are used in relation to daily activities. This research aims to understand the relationship between medical-learning technology and its users.MethodsA mixed-method case study of a new medical-learning mobile application (app) for family medicine residents was undertaken at a Canadian university hospital. The Information Assessment Method is a custom-made app to help residents prepare for the College of Family Physicians of Canada licensing examination. Residents’ use of the app was tracked over a 7-month period and individual, semi-structured interviews were conducted with users. Data were thematically analyzed and correlated with app use data.ResultsFactors identified as shaping residents’ mobile app use for learning, included: efficiency, mobility and resonance with life context; credibility of information retrieved; and relevance of content. Most influential was stage of residency. Second-year residents were more selective and strategic than first-year residents in their app use.DiscussionAn emphasis on coherence between self-directed learning and externally dictated learning provides a framework for understanding the relationship between users and mobile-learning technology. This framework can guide the design, implementation and evaluation of learning interventions for healthcare professionals and learners.

Analysis of the use of multimedia components in modern mobile learning technologies

The article analyzes the pedagogical conditions of the implementation of mobile learning, which allows to optimize the learning process in open distance education. The algorithm of creation of high-quality infographics for mobile learning is developed, which provides an opportunity for the formation of sensitive content for users. Methodical recommendations for ensuring the quality of the use of web-based multimedia resources of mobile learning systems are developed, on the basis of which the opportunity to increase the productivity of the learning process is provided

Використання мобільних технологій у процесі навчання фахівців спеціальності 193 “Геодезія та землеустрій”

The research is devoted to the problems of interactive learning as a special form of cognitive activity organization, which has very specific and predictable goals. It is noted that the characteristic feature of the last decade was active using of mobile communications means and various electronic devices. The modern mobile phone has capabilities that are not inferior to entry level PCs, and in some cases – and medium power. In particular this applies to smart phones and personal communicators (pocket personal computers with means of communication). In this regard, the use of mobile learning technologies in the educational process of training specialists in geodesy and land management needs to be generalized and systematized. The purpose of the article was to analyze the main possibilities of implementation mobile technologies in higher education, as well as the experience of their using in the training process of specialists in the field of geodesy and land management. The essence of mobile learning is presented as an interactive technology on the basis of which the higher education institutions create new learning environment where students can access educational materials at anytime and anywhere, making the learning process more attractive, democratic, comfortable and stimulates the student to self-education and lifelong learning. The technology of creation of interactive learning game with the help of free Kahoot online service is analyzed. It is noted that the possibility of mobile learning services expand the range of active learning methods and increase interactivity in studying and consolidating the educational material of land management disciplines. Implementation of online services and organization the current testing on their basis have positive affect on the study of disciplines in the professional cycle. Particular attention is paid to positive motivation in education and interest of students in the discipline, willingness to use modern information and communication technology and mobile tools for learning. Key words: Interactive learning, mobile tools, mobile learning, Google Forms mobile apps, Survey Monkey, Kahoot, Socrative, Plickers.

An extended technology acceptance model of a mobile learning technology

AbstractRain Classroom, a popular mobile app developed by the most distinguished university in Asia, is a product of mobile technological revolution. Few studies have, however, formulated its acceptance model by including the constructs of peer and superior influences. This study’s primary investigation is the impact of peer and superior influences on learners’ usage of Rain Classroom within the technology acceptance model (TAM) framework. Both constructs are entered into an extended TAM as external variables impacting on the core constructs in the prevailing TAM literature: perceived usefulness, ease of use, enjoyment, and continuance intention. The investigation is conducted within the context of university students’ utilization of Rain Classroom. A sample of 293 students from a higher education institution in East China participated in this study. Using correlation analysis and WarpPLS Structural Equation Modeling, eight hypotheses were tested for Rain Classroom. The results of the analyses reveal that both peer and superior influences play a significant role in the students’ continuance intention to use Rain Classroom. Besides peer and superior influences, future research could extend the TAM by including more constructs to provide important references for researchers and practitioners of Rain Classroom.

Sparking interest: A design framework for mobile technologies to promote children’s interest in nature

Abstract Can a mobile app engage children in explorations of the natural world and promote their interest in nature? Drawing on theory related to interest development and research on mobile learning technologies, we derived a set of four design principles to support the development of children’s personal interest in nature. We co-designed with 7 children ages 7–12 a set of interest-centered design strategies to implement each of the following principles: (1) personal relevance, (2) focused attention, (3) social interactions, and (4) opportunities for continued engagement. We applied these strategies to design NatureCollections, a mobile application that allows children to build, curate, and share nature photo collections. We conducted an in-situ case study with 18 children ages 7–11 years who used the NatureCollections app to take pictures of their natural surroundings. Qualitative indicators suggest NatureCollections succeeded in directing children’s attention to and promoting close observation of the natural elements in their surroundings, and prompted playful, nature-related conversations with peers and parents.

Mobile learning technology acceptance in Saudi Arabian higher education: an extended framework and A mixed-method study

This article reports a two-phase study with (1) an extended framework on mobile learning technology acceptance, and (2) a mixed-method research investigating college students on the use and embracement of mobile learning technology acceptance in Saudi Arabia. The research extended the Unified Theory of Acceptance and Use of Technology (UTAUT) framework with constructs particularly concerning mobile learning technology. The sequential mixed-method study investigated college students’ mobile learning technology acceptance in Saudi Arabia, and also validated the extended framework with empirical data. A total of 1203 eligible college students, 591 male and 612 females, participated in the online survey, and 15 of them also participated in individual interviews afterward. A wide range of social media and social networking sites were used to recruit participants and collect data. The study found that variables like Learning Expectancy (LE), Effort Expectancy (EE), Social Influence (SI), and characteristics of mobile learning were significant predictors of students’ intentions to use mobile learning technologies, regardless of the moderating effects of gender, age, and eLearning experience. Social influence was the only construct that was found as moderated by gender, where men showed a stronger behavioral intention to use mobile learning technology than women. Facilitating Conditions (FC) and Self-Management of Mobile Learning (SMML) in this study were not significant in predicting students’ behavioral intention or their use behavior of mobile learning technology acceptance.

Applying the UTAUT Model to Explain the Students’ Acceptance of Mobile Learning System in Higher Education

Mobile learning applications have been growing in demand and popularity and have become a common phenomenon in modern educational systems, especially with the implementation of mobile learning projects. This study applies the Unified Theory of Acceptance and Use Technology (UTAUT) model to examine the effects of different factors that were identified from the literature on students' acceptance of mobile learning applications in higher education. The data was collected from a 697 university students responded to an online questionnaire. SEM method was used for data analysis. The results showed that perceived information quality, perceived compatibility, perceived trust, perceived awareness, and availability of resources, self-efficacy, and perceived security are the main motivators of students' acceptance of mobile learning system, and consequently success the implementation of mobile learning projects. Results from this study provide the necessary information as to how higher education institutions can enhance students' acceptance of mobile learning system in order to support the usage of mobile technologies in learning and teaching process. These results offer important implications for mobile learning acceptance and usage.

Opportunities and challenges of the use of mobile phone technology in teaching and learning in Nigeria- A Review

Opportunities and challenges of the use of mobile phone technology in teaching and learning in Nigeria- A Review

Adoption of Mobile Technologies in Learning: An Agribusiness Case

The purpose of this study is to identify the impact of mobile learning technologies in agribusiness education by examining the effectiveness of a DISCOVERe mobile technology classroom program on students' participation in class activities, their use of instructional materials, their interaction with peers, and their overall learning experience. Online survey data collected from agribusiness students at a California State University during the spring 2018 semester were analysed, hypothesis tests were conducted and a three-stage learning adoption framework was estimated. The results demonstrate that taking the DISCOVERe course significantly improves students' participation in class activities, enhances their access of course materials, makes it easier for them to interact with fellow students, and improves students' overall learning experience. The conclusion is that as students become more familiar with new technologies, they will be more confident in their ability to learn and will be more efficient in acquiring knowledge and exchanging ideas.

Effect of Text Messaging-based Psychiatric Nursing Program on Quality of Life in Veterans with Post-Traumatic Stress Disorder: A Randomized Controlled Trial

ABSTRACTBackground:Recurrent post-traumatic stress disorder (PTSD) can devastate the life of a veteran. Despite the widespread use of mobile learning technology in health care and nursing, few studies have examined its potential in PTSD patients and the effect on quality of life (QoL). The present study aimed to investigate the effect of a text messaging-based psychiatric nursing program on QoL in veterans with PTSD symptoms. Methods:A single-blinded, randomized, controlled trial was conducted at the outpatient clinic of Sadr Hospital in Tehran (Iran) from January 2014 to October 2015. A total of 98 veterans with PTSD who referred to the outpatient clinic of the hospital were initially assessed for eligibility to participate in the study. Based on the inclusion criteria, 66 veterans were recruited in the study and randomly allocated to a control group (n=33) and an intervention group (n=33). Due to the lost to follow-up, 9 participants (control=4, intervention=5) were excluded from the analysis phase. The intervention group received psychiatric support via short text messages for 6 months, whereas the control group received the routine hospital care. The self-rating scale for PTSD (SRS-PTSD) and the short form 36 (SF-36) were used to evaluate the severity of symptoms and the QoL, respectively. The results were analyzed using the SPSS software (version 18.0) with the Chi-square test, Fisher’s exact test, independent sample t test, and paired sample t test. P<0.05 was considered statistically significant. Results: A significant improvement in PTSD (P=0.001) and QoL (P=0.001) was observed in the intervention group compared to the control group. Moreover, the recurrence frequency in the intervention group was significantly lower (P=0.03). Conclusion:The text messaging-based psychiatric nursing program reduced the severity of symptoms in veterans with PTSD and improved their QoL. Trial Registration Number: IRCT2013101214983N1

Готовність учителів природничих наук до застосування мобільних технологій для навчання учнів

The article deals with the features of the mobile learning technology emergence. The genesis of mobile learning in the field of distance and e-learning and its development in the field of blended learning are clarified. The foreign experience and research of domestic scientists on the introduction of mobile learning in the educational process of Ukrainian educational institutions are analyzed. The relevance of the application of this innovative learning technology is clarified according to carried out the literary analysis, but there is a lack of study of mobile technologies using in the educational process, in particular in natural sciences study. The author conducted an experimental study in the form of questionnaires to find out the state of mobile education in general secondary education and to identify the readiness of natural subjects’ teachers to use mobile technologies to teach students. Teachers use mobile technology in lessons, mainly for organizing work with e-textbooks and searching for material online, and less often for demonstrating video experiences in the classroom. The barriers to the use of mobile technologies are the follows: lack of information about the educational opportunities of mobile technologies, lack of methods for its use, the influence of administration policy on the educational process, as well as the age of teachers. The article presents examples of mobile technologies that are appropriate to use in teaching natural sciences. Mobile applications are analyzed and their didactic capabilities are identified during specific lesson activities. The results of the study confirmed teachers' readiness to use mobile learning, in particular by using mobile technologies during the lesson. This paper describes the advantages of mobile devices in the application of its distance learning capabilities. The prospects of using mobile technologies in the educational process during pupils study are proved. The article outlines the prospects for future research of the methodology development for using mobile devices in teaching natural subjects.

IMPLEMENTASI MOBILE LEARNING DENGAN MODEL ADVANCE ORGANIZER DALAM MENINGKATKAN KEMAMPUAN KOGNITIF KIMIA MAHASISWA

The use of internet-based information technology on computers in the information network that is learned through cellular technology, cellular-based applications is easier to use the material provided by lecturers, the presence of mobile learning technology becomes a liaison between students and lecturers in learning, with mobile technology becoming a new alternative in providing learning content / items that are more innovative and dynamic. This study uses qualitative data relating to the questionnaire by looking at the feasibility of mobile learning media that contains relevant indicators on the National Education Standards Agency and quantitative data to determine the results of the effectiveness of mobile learning with advanced organizer models in improving chemical cognitive abilities. this is all study program pharmacy Efarina university students. Data collection is done by objective tests for student learning outcomes. Data were analyzed using SPSS 17.0 with a significant level of 0.05. The results of the study are in the form of mean validation to determine whether or not the media of mobile learning is feasible. The results obtained: (1) The composition of the material / media framework on mobile learning media is feasible and in accordance with the Curriculum (2) Mobile learning media developed for the pharmacy study program in the first semester class is feasible to use the results of standardization 3.58, standardization of language feasibility 3.66, standardization of presentation feasibility of 3.72, graphic standardization of 3.69 (3) is certainly the result that is significant improvement in cognitive abilities of students with the implementation of mobile learning with advance organizer models (Sig.1-tailed &lt;α (0.0285 &lt;0.05)).

Digital Native(ness), Mobile Technologies and Language Proficiency in Underdeveloped Countries

Various studies have elaborated on the concept of ‘digital native(ness)’, i.e. (an identity of) the generation of students who were born during the digital technology era, i.e. from the 1980s onwards (Prensky 2001). Those studies claim that digital natives have been exposed to modern technologies, and thus are familiar with using them in their everyday activities (Dang 2013; Jacobson &amp; Turner 2010). Those studies do not go beyond the access to and the general use of technologies. They ignore the fact that the ability to use technologies for personal purposes does not represent the ability to use them for educational and other specialized purposes (Stockwell &amp; Hubbard 2013:4). Furthermore, there is a gap in terms of technological devices and geographical locations which were considered by those studies (Burston 2014; Thinyane 2010; Brown &amp; Czerniewicz 2010). In these regards, by using a proficiency test and a survey with 60 digital natives from an underdeveloped country, this study investigated the effect of mobile technologies in language learning (MTLL) on English proficiency. In terms of English proficiency, this study found no significant difference among the participants, although some of them were making use of MTLL whereas others were not. With the fact that MTLL have the potential to improve the language proficiency (Park &amp; Slater 2014; Alotaibi, Alamer &amp; Al-Khalifa 2015; Stockwell &amp; Liu 2015), this article recommends how teachers should provide guidance and assistance to the learners in order to benefit from modern technologies.

Analysis of the essential factors affecting of intention to use of mobile learning applications: A comparison between universities adopters and non-adopters

Although mobile learning systems offer several benefits for students, academic staff and universities, from easily access and learning anywhere and anytime, the use and acceptance of this new technology in Jordan still very low. However, acceptance of mobile learning by students is crucial to the success of mobile learning. The factors that affect the use and user acceptance of mobile learning are still controversial. Thus, this study mainly proposes an integrated model, with the aim of identifying the most influential factors that may encourage or impede students and universities in Jordan in moving towards acceptance and adoption of mobile learning applications. The proposed model was evaluated empirically with 1200 students from both two groups of universities that already used the mobile learning technology and non-adopters universities in Jordan. The model aims to examine the impact of 11 factors on the adoption of mobile learning applications that were categorised based on four fundamental constructs are: (i) technological factors (security, privacy, compatibility, relative advantage and trust), (ii) organizational factors (resistance to change and technology readiness), (iii) cultural factors and (iv) quality factors (quality of system, quality of content and quality of service). The key findings include: (1) resistance to change, security and privacy concerns still limit mobile learning acceptance and adoption in Jordanian universities; (2) some factors like compatibility, technology readiness, and culture were found to have a negative effect on the intention to use of the mobile learning; (3) five factors (relative advantage, trust, quality of system, quality of content and quality of service) were found to have a positive effect on the intention to use of the mobile learning; and (4) our research also found that the effect of these factors differed in universities that already used the mobile learning and non-adopters. Finally, it is expected that the findings of this research can assist university decision makers, mobile learning application providers and the research community in introducing better strategies for encouraging adoption and acceptance of this technology.

Positive Effects of Mobile Learning on Foreign Language Learning

In our increasingly mobile world, portable devices play a central role in ensuring the continuity of the learning process and they also provide access to education and training. Mobile learning technologies become a valuable addition to traditional learning techniques, as students have the opportunity to participate in educational activities at any time and place. This paper reviews the benefits and challenges of mobile learning and its prospects for foreign language learning. Experiments at the National Research Tomsk Polytechnic University indicate that mobile learning can be a helpful tool to accelerate learning, encourage both independent and collaborative learning experiences, provide valuable interactions, enhance opportunities for language practice and promote lifelong learning.

Improved Learning in Physical Education through Immediate Video Feedback

It is now common for students to carry mobile learning technology (MLT; e.g,. tablet, smartphone, etc.) wherever they go — including to school and the classroom. Although these MLT devices are a distraction to learning in many classroom environments, they have the potential to be used as a positive learning tool in physical education (PE) courses to enhance instruction and improve students' understanding of physical tasks being taught. A study was conducted to assess whether immediate video feedback, in addition to standard instructor verbal feedback, would improve a student's learning and performance on a basic gymnastics task. The study compared the results of a control group that received only verbal critiquing on their performance and an experimental group that received both video and verbal feedback. Each student performed the task twice with feedback provided immediately after each attempt. A short two-question survey was also completed prior to each attempt to assess the students' comfort with the skill and anticipated score. This article describes the results from this study and how teachers can use MLTs to provide performance feedback and enhance learning.

ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ В ІНШОМОВНІЙ ПІДГОТОВЦІ ФАХІВЦІВ З ОХОРОНИ КОРДОНУ КРАЇН ЄВРОПЕЙСЬКОГО СОЮЗУ

The article reveals the development of information and communication technologies (ICT) in the foreign languages training of the European Union countries border guards, such as: implementation of the student-centered approach; development of the communicative component of foreign languages training of border guards using ICT; introduction of mobile learning (using of mobile gadgets); the use of augmented, virtual and mixed reality technology. An overview of the possibilities of using augmented, virtual and mixed reality technologies based on the developed by FRONTEX Agency learning tools: An Electronic Training Course (ETC) "English for Personnel of the border crossing points"; ETC on the basis of mobile learning technology (m-learning), English for self-study of EU countries border guards - "English for border guards"; ETC "Training of marine safety specialists on board of a ship" using VR technology; training course on interviewing irregular migrants based on VR technology; interactive program for the first line officers on Schengen law. The content, structure and objectives of the electronic course "Communicative English for Border Guards’ professional use" based on the Virtual Aula web platform has been considered in detail. The training course is an example of an innovative, communicative educational tool for English learning, it is a student-centered, professionally-oriented one and contributes to the development of the professional foreign language competence of the personnel of the border guard authorities. The experience of developing an ETCs for the professional training needs of the border guards in the EU countries provides an opportunity for the specialists in the field of border guards training and education to develop professionally-oriented ETCs according to present-day requirements and common border guard educational standards. Summarizing the responses from the participants of the course shows its effectiveness and students’ motivation to improve their communicative foreign language competence, resulting in their average score increased from 3.92 to 4.11 points.

Developing a Mobile App for Learning English Vocabulary in an Open Distance Learning Context

Academic success depends on the comprehension of a language, which is linked to vocabulary learning. Many distance students in South Africa find it difficult to comprehend learning in a language other than their mother tongue. Finding effective strategies for enhancing English vocabulary of university students amidst the spatial, temporal, and pedagogic distance associated with Open Distance Learning (ODL) practices remains a challenge. To address the need for enhancing vocabulary development, mobile application systems (apps) were explored as the best vehicle for the delivery of the vocabulary learning. Mobile learning technologies are ideal in the ODL context because they are flexible, accessible, available, and cater for a myriad of interaction activities. The purpose of the study is to design and implement a mobile-based application aimed at enhancing English vocabulary teaching and learning. Using the Design-Based Research methodology, this study maps the steps taken to develop a vocabulary learning mobile app named VocUp; it describes the architecture, user interface, features of VocUp, and advocates for contextually-conscious and learning-driven app development.