Mobile Learning Technologies Research Articles

REVOLUTIONIZING EDUCATION: ASSESSING THE IMPACT OF MOBILE LEARNING APPS ON ACADEMIC SUCCESS AND ATTITUDES

This study examines the impact of mobile learning applications on the academic achievement of gifted students and their attitudes toward mobile learning. A quasi-experimental research design was employed. The study population consisted of all gifted eleventh-grade students in the Al-Ahsa region during the first semester of the 2023-2024 academic year. The study sample included 81 gifted male and female students. The experimental group received instruction based on a mobile learning strategy, while the control group participated in traditional classroom settings. Two instruments were developed to evaluate different aspects. The first tool aimed to examine the impact of mobile learning applications on student achievement and was designed based on the course content, while the second tool was a questionnaire to measure participants' attitudes towards mobile learning. The results revealed statistically significant differences between the average academic achievement of gifted students in the experimental group, who learned using mobile learning, and the average achievement of gifted students in the control group, who learned in the usual way. The difference was in favor of the experimental group. Additionally, there were statistically significant differences between the average level of attitudes toward mobile learning (including dimensions such as satisfaction, impact on learning, motivation, and ease of use) among gifted students in the experimental group and the average level of attitudes toward mobile learning among students in the control group. The difference was also in favor of the experimental group. These findings suggest that the integration of mobile learning applications can have a positive impact on the academic achievement of gifted students and their attitudes towards this learning approach. The study highlights the potential of mobile learning technologies to enhance the educational experiences and outcomes of gifted learners.

Mobile Learning and Resource Sharing Mode of College English Translation Based on 5G Mobile Communication Technology

The application of 5G and other mobile communication technologies to education and teaching, and the construction of College English Translation mobile learning and resource sharing model and related models have important scientific value and significance for the effective organization and management of learning resources and the improvement of the speed and efficiency of college english translation resource retrieval. This research mainly combines the characteristics of complementarity and expansion of mobile learning technology for traditional online learning technology. Based on Moodle online teaching platform, this research develops a mobile learning and resource sharing mode for college english translation based on 5G mobile communication technology, designs and implements a mobile learning model based on Moodle platform, and designs the system architecture, functional modules, learning mode and learning process, Finally, the main functional modules of the system model are implemented and tested. To promote mobile learning in the teaching field to play a helping role in a wide range. The experimental results show that the AKAZE algorithm is used to optimize the model, and the overall accuracy rate reaches 74.7%, and the test probability value P (siq)=0.00, which is significantly less than the significant level of 0.05. Therefore, we believe that the application of mobile learning instructional design mode will help students improve their academic performance.

Effectiveness of generative learning strategies based on mobile learning technologies in higher education

Effectiveness of generative learning strategies based on mobile learning technologies in higher education

Impact of mobile learning technologies for interactive learning and wellbeing of construction management trainees in Pakistan: challenges and opportunities in post-pandemic paradigm

PurposeThis study aims to determine the influence of Mobile learning (M-learning) technologies based on the gender orientation of vocational education construction trade trainees in Pakistan. Additionally, it explores the challenges associated with integrating M-learning technologies in vocational institutions of civil engineering. Further, this study will focus on the solutions to improve the accessibility of M-learning technologies after the pandemic.Design/methodology/approachA quantitative method with a survey research design has been adopted in this study. In contrast, the target population was the trainees of vocational education institutions of civil engineering in Pakistan. Further, the data was collected using an adapted survey tool with a five-point Likert scale. Similarly, the data were analyzed through SPSS 27 software tool by using descriptive and inferential statistics.FindingsThe study's findings highlighted a positive influence of M-learning technologies based on the gender orientation of construction trade trainees from vocational institutions. Similarly, it is also specified that the challenges vocational trainees of the construction trade have faced while utilizing M-learning technologies were related. Hence, it is evident that the potential challenges of M-learning technologies integration and utilization are related to both gender orientations during a postpandemic situation in Pakistan.Practical implicationsIn the Pakistani context, the M-learning technologies approach is recently introduced in the vocational education sector. Therefore, the utilization and integration of M-learning technologies are considered challenging tasks in the context. In this regard, this study helps to understand the acceptance, challenges and impact of M-learning technologies based on gender orientation among vocational institutions trainees of construction trade in Pakistan.Originality/valueThis study not only refers to the impact of M-learning technologies and their challenges but also highlights the current situation of M-learning in Pakistan, particularly construction engineering trainees in vocational education institutes.

Mobile learning and speech technology for language teachers’ professional development

This study aims to investigate the use of mobile learning to provide pronunciation training for lecturers of English as a Foreign Language (EFL) from Vietnamese provincial universities. Mobile learning offers a potential solution for the delivery of professional development to lecturers based outside major cities thanks to its capacity to enable learning anytime, anywhere. Mobile learning and speech technology are expected to facilitate lecturers’ self-direct learning to fulfil their professional development needs using their own devices. This paper reports results from a pilot study which serves as the first phase of an ongoing design-based research project. The pilot study was carried out to explore the feasibility of an online pronunciation course and identify potential problems for future course iterations in the context of participants living outside major cities in a developing country. The objectives of the project are to establish and test a set of fundamental principles for mobile learning to be an effective way of providing online professional development for lecturers based outside major cities and to shed light on the necessary adjustments in course design to make it a scalable model for future education planning. In this study, both qualitative and quantitative data were collected during two iterations of an online pronunciation professional development course for EFL lecturers from Vietnamese provincial universities.

Psychological determinants and technology acceptance in mobile learning for overseas students studying Chinese in China: A self-determination theory perspective

Emerging research in language education increasingly recognizes the transformative potential of mobile learning. Anchored in Self-Determination Theory (SDT) and Technology Acceptance Model (TAM), this study employed Structural Equation Modelling (SEM) to investigate how psychological factors—specifically perceived competence, autonomy, and relatedness—affect overseas students studying Chinese in China. It examined the interaction of these factors with Perceived Usefulness (PU) and Perceived Ease of Use (PEU) in mobile learning environments and their impact on learners' satisfaction and intention to continue using these learning platforms. Involving 515 participants in a bilingual online survey, the research delved into the dynamics of these psychological determinants on learners' attitudes towards mobile learning technologies. The SEM analysis revealed a complex interplay, where competence, autonomy, and relatedness significantly forecast PU and PEU, thereby shaping learner satisfaction and commitment to ongoing use. The findings highlighted the critical role of social interaction, cultural exchange, and personalized learning experiences in enhancing mobile learning effectiveness. Implications of the findings were discussed to enhance learner engagement and educational achievement in Chinese language learning.

Using mobile technologies in distance learning: A Scoping Review

The technical capabilities of mobile devices today make it possible to use them in the educational process. High-speed Internet and the capabilities of mobile applications allow students to have access to the necessary information at a convenient time for them. The purpose of the systematic review was the analysis and synthesis of publications on the topic of using mobile learning. In the course of the work, 34 publications of original research were analyzed, which were selected according to the requirements for narrative reviews. The search for sources for the review was carried out on the Scopus and Web of Science platforms, and specific keywords were used: mobile learning, "m-learning", "higher education", "on-site learning". For review, we selected only articles from 2019-2024. In this way, we got acquainted with the issues of introducing mobile learning into the educational process today. According to the results: the issue of the impact of mobile learning was studied by scientists most often and accounted for 43% of the studied literature sources. The issue of students' perception of mobile learning in the publications we studied accounted for 23%, in 19% the goals that were set during the implementation of mobile learning were studied. In 10.5%, experts determined the factors that affect the success of mobile learning, and 5% of the publications contained information about the devices that are used when using mobile educational applications. To systematize the studied literature, we used the program PRISMA Conclusions. The use of mobile learning improves academic success, reduces anxiety and cognitive load, improves motivation and satisfaction with learning.

A bibliometric performance analysis of publication productivity within pedagogy, andragogy, and heutagogy continuum: Outcomes of SciVal analytics

The pedagogy, andragogy, and heutagogy (PAH) continuum have been widely endorsed within higher education and online learning over the years. Thus, the evaluation of research productivity has become relevant due to the emerging development of the PAH continuum as a theoretical framework. This paper aims to explore the research productivity within the PAH continuum by performing a bibliometric performance analysis. An iterative search strategy was performed to identify PAH authors and then investigate their research productivity over a 5-year period (2017–2022) using the SciVal analytics instrument by Elsevier. Drawing upon the results from multiple bibliometric analyses, the study explores publication productivity specifically in relation to the PAH continuum. This study revealed that distance education, learning, teaching, professional development, and lifelong learning have been the most prominent research areas within the PAH continuum. Within that, related topics were identified, including online learning, mobile learning, e-learning, and educational technology.

The Effect of Mobile Learning on Excretion System Materials on Cognitive Load and Student Concept Mastery

The fast development of internet and mobile technologies prompt this study. Mobile learning technology is accessible and convenient, as students can use advantageous devices to acquire knowledge at any time and location. Mobile learning can effectively meet students' educational requirements in acquiring knowledge. Furthermore, the design of learning materials that are inappropriate for mobile learning might be attributed to one of the reasons of students' cognitive stress. The purpose of this study is to see how mobile learning (Edmodo) on excretory system content affects cognitive load and student concept mastering. This research used a quasi-experimental method consisting of two classes: the experimental class (using mobile learning) and the control class (conventional learning). The instrument used to measure cognitive load consisted of questionnaires of intrinsic cognitive load, extraneous cognitive, and germane cognitive load, while the instrument for mastery of concepts consisted of pre-test and post-test. In addition, there was also a student response questionnaire to review the use of mobile learning in the experimental class. The data that had been collected were analyzed by a descriptive statistic method using SPSS 25.0. The results show that students in both classes have a cognitive load that can be controlled, but the cognitive load in the experimental class was more controllable than in the control class. The result of mastery of concept showed that the experimental class was higher than the control class, with a post-test significance value of 0.001 <0.05. Thus, it can be concluded that mobile learning influence the excretory system material on the cognitive load and mastery of students' concepts.

Integration of Mobile Learning Technologies in Afghanistan Universities: Opportunities and Challenges

This study investigates the adoption and integration of mobile learning technologies in Afghanistan universities, aiming to assess the current status, challenges, opportunities, and perceptions surrounding mobile learning initiatives in these institutions. The research employed a quantitative approach, utilizing surveys distributed via Google Forms to gather data from stakeholders. A sample size of 200 students and educators across various disciplines and geographical locations within Afghanistan universities was utilized. The results section presents various findings, including gender distribution among students, reliability and validity measures of study aspects, adoption rates of mobile learning technologies, perception of infrastructure availability, extent of existing initiatives, integration into the curriculum, satisfaction with accessibility, and perception of effectiveness and accessibility. Noteworthy results include equitable gender representation in enrollment, robust reliability and validity measures, higher adoption rates of mobile learning technologies among female respondents, positive perceptions of infrastructure availability and existing initiatives, moderate integration into the curriculum, and generally satisfactory accessibility. However, disparities exist in the perception of effectiveness and accessibility between genders, highlighting areas for improvement. In conclusion, the study provides valuable insights into the current landscape of mobile learning in Afghan public universities, underscoring the importance of addressing gender disparities and technological barriers to further enhance educational outcomes. Recommendations for future research and implications for stakeholders are discussed, emphasizing the need for gender-sensitive approaches and targeted interventions to maximize the potential of mobile learning technologies in advancing higher education in Afghanistan.

Development of Basic Geology Mobile Learning Based on Android Indonesia Geodiversity Area

Basic Geology is a prior knowledge that needs to be supported by a flexible learning environment through the use of mobile technology. Through the supports of mobile technology, students will gain freedom of access because they can be used anytime and anywhere. The progress and speed of technological development, the ease and practicality of using smartphone devices are the potential, opportunities and challenges for presenting mobile technology in learning. The presence of generation Z who are already familiar with technology has reinforced the need to utilize technology to accommodate them in learning better. The aim of this development research is to produce a learning product in the form of a Basic Geology mobile learning application to support learning anywhere and anytime and to determine the feasibility of the product in terms of media and materials, as well as responses from users. This research uses the Lee & Owens model in developing mobile learning applications. Data was collected using a questionnaire filled out by media experts, material experts and service users in the Indonesian Geodiversity Area. The results of this research are (1) user needs for mobile learning to support Basic Geology learning by providing learning resources and building learning communities, (2) producing Basic Geology mobile learning products, (3) results of feasibility tests by media experts, material experts and Individual, small group and field trials show that mobile learning is suitable for use in learning.Keywords: geodiversity; basic geology; mobile learning

ВИКОРИСТАННЯ В ОСВІТНЬОМУ ПРОЦЕСІ ТЕХНОЛОГІЙДИСТАНЦІЙНОГО НАВЧАННЯ

The integration of Ukraine into the European educational space involves strengthening the requirements for the quality of professional training of future specialists. The main task is to create all the conditions for learning, personal and professional development of students, to ensure the effective formation of their professional competence, regardless of the modern challenges and dangers faced by society in the 21st century. Currently, higher education institutions have a dilemma: are they able to move away from the traditional academic style of teaching to innovations, to focus not on knowledge and skills, but to ensure the process of forming the competence of the future specialist. Considering the circumstances, digital technologies are becoming more and more widespread, and in scientific publications there is a debate about the effectiveness of their use in the educational process of higher education. The integration of digital technologies in higher education creates new opportunities for both students and teachers, making learning more interesting, dynamic, visual, etc. The advantages and features of the use of remote technologies to improve the quality of professional training of future specialists in the conditions of a mixed form of organization of the educational process in institutions of higher education, which creates new conditions of learning and cooperation for all participants of the educational process, are considered. The most promising technologies of distance learning are characterized, which have important advantages, taking into account the peculiarities of the professional training of future specialists in the conditions of mixed learning in institutions of higher education. Such technologies include: gamification of the process of professional training of future specialists, quest technologies, cloud-based learning technologies, intelligent information systems in education, mobile learning technologies, immersive technologies. Currently, in the conditions of modern existence and development of society, innovative technologies are offered to higher education seekers, which gradually replace traditional methods of learning and ensure flexibility and quality of the educational process. We see the prospects for further research in the improvement of the educational process by determining the optimal ratio of classroom and remote components in the conditions of a mixed form of education in the process of developing the professional competence of future specialists and developing appropriate educational and methodological support.

Interactive PAI Science Quiz to Increase Students' Competitive Power through Kodular Applications

This research aims to increase student involvement in Islamic Religious Education (PAI) subjects by utilizing a mobile learning application equipped with an interactive quiz feature built using the Kodular platform. The basis of this research was inspired by the results of previous research which showed that the use of technology can be effective in increasing students' motivation and level of participation in the PAI learning process. In order to achieve this goal, this research adopts a research and development (R&D) approach to design and implement a PAI interactive quiz application that utilizes the Kodular platform. The application is aimed at junior high school (SMP) students. In the development stage, the research team designed and developed the PAI interactive quiz application using the Kodular platform which allows creating mobile applications visually without requiring complex programming. This application is equipped with an interactive quiz feature that supports PAI learning. The result of this research is a Kodular-based learning media application. In conclusion, the integration of mobile learning technology offers an interactive, flexible and interesting learning experience for students, which contributes to increasing student motivation and participation in PAI learning. This research contributes to the development ofinnovative and effective PAI teaching methods through the use of technology.

Factors influencing Chinese university EFL Students’ Adoption of Mobile Technology-Integrated Vocabulary Learning Towards SCL: An Empirical Research

The purpose of this study is to investigate the factors influencing Chinese university EFL students' adoption of mobile technology-integrated vocabulary learning towards student-centered learning (SCL). The theoretical framework extends the Unified Theory of Acceptance and Use of Technology (UTAUT2) model to include the additional constructs of privacy, trust, personal innovativeness, and information quality to examine their impact on behavioral intentions ues behavior. This study uses a questionnaire survey method to conduct quantitative research. The sample was 300 EFL students from two universities in Fujian Province, China. Data were analyzed using SPSS (22.0) and AMOS (24.0) software. Structural equation modeling and regression path analysis were used to verify relationships between variables and test hypotheses. The results show that performance expectancy, effort expectancy, social influence, convenience conditions, hedonic motivation, habits, personal innovativeness and information quality have significant positive effects on EFL students' behavioral intention to adopt mobile technology-integrated vocabulary learning towards student-centered learning. Price value and privacy concerns have had significant negative impacts. Hedonic motivation, price value, privacy concerns, and information quality have become important predictors of behavioral intentions among Chinese university EFL students. This study enriches research on the acceptance and use of mobile learning technologies, providing valuable insights and effective suggestions for EFL teachers, vocabulary course designers and mobile technology developers.

Mobile learning using extended UTAUT model during COVID-19: evidence from developed countries

This research evaluates the extended unified theory of acceptance and use of technology (UTAUT) model from the context of mobile-based learning using smartphones amid COVID-19. It specifically examines the impact of exogenous variables such as social isolation besides standard dimensions and mediating variables such as perceived compatibility, perceived anxiety, and perceived value on mobile learning technology. The research also explores the impact of service quality and technological innovation as moderating variables on the modified and extended UTAUT model. The data for this research was gathered from 898 students in technologically advanced countries, for instance, Canada, the United Kingdom, Spain, France, the United States, Australia, and Germany. The outcomes of this research show that the exogenous dimensions of the UTAUT model, such as social isolation, have an affirmative and significant association with the behavioral intent to adopt mobile-based learning in an online education environment. The study’s findings further exhibited that the mediating dimensions, such as perceived anxiety, perceived compatibility, and perceived value, have a robust and affirmative association between exogenous and endogenous factors. Moreover, the results demonstrated a strong influence of technological innovation and service quality on the association between independent and dependent factors. Overall, the research findings have significant implications for both industry and academia regarding management and theory.

Evaluation of the Ecological Sustainable Development Strategy of Students' English Autonomous Learning Ability under Mobile Learning Technology

Evaluation of the Ecological Sustainable Development Strategy of Students' English Autonomous Learning Ability under Mobile Learning Technology

The use of mobile technology in abductive inquiry-based teaching and learning of chemical bonding

Continuous enhancement of mobile devices such as smartphones offers new opportunities for using these technologies in inquiry-based learning environments. Inquiry-based learning has followed deductive and inductive forms of inquiry, while the abductive form of inquiry that targets the development of higher-order thinking skills such as critical thinking is less prevalent. This study investigated the use of mobile technology in abductive-inquiry based teaching and learning of chemical bonding for grade 11 physical sciences learners in two South African schools. The study employed an explanatory sequential mixed-methods design that entailed first collecting quantitative data and then qualitative data to help explain or elaborate on the quantitative results. Two grade 11 physical sciences classes were randomly designated as the experimental and control groups in each of the two different schools. The experimental group in each school experienced activities in a laboratory using mobile technology-enhanced abductive scientific inquiry through the ‘Molecular Workbench’ web-based simulation using a mobile device, while the control group in each school experienced activities in abductive scientific inquiry in a science laboratory without using mobile learning technology. The principal findings indicated that learners within the control group displayed a significant increase in their performance to create a scientifically accurate hypothesis that is the essence of abductive inquiry, whereas for the experimental group there was no significant improvement in their hypothesis generation capacity. However, participants within the experimental group felt that their use of mobile devices created a sense of learner agency amongst themselves, developed their communication skills, made them feel responsible for their own learning, and also made learning scientific concepts more fun as opposed to what they are normally exposed to.

Effectiveness of Android-Based Mobile Learning in Graphic Design Course for Digital Learning: The Development Research Study

This research spearheads the development and evaluation of an Android-based mobile learning platform specifically designed for graphic design education, using the 4-D model (Define, Design, Develop, Disseminate). The key findings indicate a substantial and statistically significant improvement in learning outcomes (t-count = −15.453, t-table = 2.019), highlighting the positive impact of the platform. Moreover, the Android-based learning platform proves highly effective in enhancing student motivation, with an average learning motivation score of 85.86%. The novelty of this research lies in its focus on a specific application of mobile learning technology in graphic design education, offering valuable insights for educational institutions navigating digital challenges. The platform not only contributes to improved learning quality but also fosters a creative mobile development environment, encouraging further research for its optimization in diverse educational contexts. Limitations include the need for ongoing technological updates and potential variations in device accessibility. Recommendations encompass continuous research for platform optimization, integration into broader educational settings, and adapting to evolving technological landscapes.

The effect of using the flipped classroom with mobile learning technology on the performance level of some skills Gymnastics for students of the Department of Physical Education at Umm Al-Qura University

The flipped classroom is a teaching strategy used to improve the learning experience for students. This strategy is implemented in classrooms by giving students responsibility for learning and discovery and shifting the active role in learning from teachers to students. The flipped classroom is used in education with a variety of educational fields, including mobile learning. The aim of this study was to find out the effect of using the flipped classroom with mobile learning technology on the level of performance of some skills in gymnastics for students of the Physical Education Department (PED). The study sample consisted of (36) students from PED, who had no experience in the skills under study. The experimental method with a design was used. The study group consists of two groups, control and experimental, of equal numbers. The research was applied during the first semester of 1443 AH for a period of (12) weeks, with three educational units for each skill, preceded by a week of pre-measurements and post-measurements. The results showed significant differences between the dimensional measurements of the two groups, in favor of the experimental group. The use of the flipped classroom with the mobile learning technique had a significant improvement in teaching the gymnastics skills to the experimental group compared to the control group that used the traditional method. The researcher recommends the need to use the flipped classroom with mobile learning technology in teaching gymnastics skills on different devices and in teaching different individual and group sports skills.

DIGITAL LITERACY IN BIOLOGY EDUCATION THROUGH MOBILE LEARNING TECHNOLOGIES

The integration of mobile learning technologies in biology education presents a novel approach to enhancing digital literacy among students. This study investigates the impact of mobile learning tools, such as educational apps and virtual labs, on developing digital competencies in secondary school biology lessons. Employing a mixed-methods research design, the study combines quantitative surveys to assess changes in students' digital literacy levels with qualitative interviews to gain insights from educators and students. Participants included secondary school students and biology teachers from various schools, who integrated mobile learning technologies into their biology curriculum. The results demonstrate a marked improvement in students’ digital literacy, with a notable increase in their ability to navigate, evaluate, and create information using digital technologies. Furthermore, the integration of mobile technologies was found to enhance student engagement and understanding of biology concepts. This study contributes to educational technology literature by highlighting the role of mobile learning in promoting digital literacy and providing practical insights for its implementation in biology education.