Mobile Technology Support Research Articles

EXPENDITURE PATTERN OF IT PROFESSIONALS DURING POST G-PAY

Electronic payments trace their roots back to the 1960s when credit cards were first introduced. Digital Payment is easy for doing transaction, visually challenged users are also slowly adopting the digital platform, since it is time savings and low cost. The main objective of this study is to examine the expenditure pattern among IT professionals during post g-pay. The study also analyses the factors influencing the usage of g-pay and the benefits of using g-pay. Primary data were collected from 360 sample respondents by applying simple random sampling method. The development of technology and technological advancement as made smart phone to become essential part of daily life of people. Smartphone are used as a source of communication device, socialized tool, entertainment, internet and even payment tool. Online payment apps with the support of mobile technology allow the owners of smart phones to carry out many financial transactions. From this study, the benefits of using g-pay are analysed with the help of independent sample t-test. As, g-pay offers more benefits such as convenience, speed, reward & cash back, budget management, transaction details, security & user friendly. The expenditure pattern of IT professionals during the period of pre and post g-pay are analysed with the help of Gap analysis and Paired sample t-test. The expenditure pattern of IT professionals relating to groceries, medical expenses, Fresh produce, education, shopping’s, hotels & restaurant, entertainment, durable products, beauty products, and street stalls have increased during post g-pay.

Discovering the synergies among information literacy and mobile learning in higher education

This research aims at exploring the synergies and relationships between information literacy and mobile learning domains in Higher Education environments. The method is based on a narrative literature review of available articles in English (2006-2022) and one selection of the most relevant items using qualitative content analysis, to discover the main topics and their relationships. Results confirm that information literacy and m-learning are close and interrelated domains. Mobile technologies and academic libraries perform an intermediating role in those relationships. With the support of mobile technologies, the progressive integration of information literacy and mobile learning may lead the academic library to experience and channel an enhanced service. The greatest challenge consists in adapting the concepts and behaviors informational and pedagogical to a technology that evolves relentlessly but, in any event, ought to point to individual and community needs. The academic library is a pivotal entity in channeling the progress of IL and mobile learning.

Examining the Effect of Using Mobile Technologies in Chemistry Laboratory on Self-Directed Learning Readiness: An Action Research

The aim of the present research is to determine the current situation in the readiness levels of 11th grade high school students for self-directed learning, to examine the effectiveness of laboratory activities developed with with mobile technology integrated into the 5E learning model in various chemistry subjects on students’ self-directed learning levels, and to contribute to improving the quality of teaching by taking student opinions about the activities developed at the end of the study. The research was designed as action research from qualitative research designs. The related laboratory activities developed within the scope of the research were carried out with thirty-three 11th grade students. The Self-Directed Learning Readiness Scale (SDLRS) was used to determine the readiness levels of high school students for self-directed learning and a semi-structured interview form was used to determine the students’ views on the activities. The data obtained from the interviews were analyzed by content analysis. During the applications, students performed the activities with mobile technology in a much shorter time compared to the classical laboratory activities and they had the opportunity for self-directed learning thanks to the mobile technology support they used in the applications. In the study, it was observed that students improved their ability to display the data obtained from the necessary calculations in various chemistry subjects, especially at the end of the activities, in the form of graphs without the help of a teacher.

Learning Strategies in Self-directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review

Language learners in higher education increasingly use out-of-class self-directed learning facilitated by mobile technology. In order to make informed educational decisions, this study sets out to provide an overview of empirical research into learning strategies that self-directed learners use with the support of mobile technology in language learning. Twenty studies were selected and systematically analysed, revealing the cognitive, metacognitive, social and affective strategies that self-directed learners used in their language learning processes. Low-cognitive strategies appeared to be more commonly reported than high-cognitive strategies. The use of metacognitive strategies was more closely associated with the forethought phase and performance phase than with the self-reflection phase, yet only a few articles reported all three metacognitive phases. Three kinds of social strategies were examined, and only one affective strategy was reported. Finally, implications of these findings and directions for future research are provided for self-directed learners, practitioners and researchers to facilitate self-directed learning and future work.

A Platform and Its Applied Modes for Geography Fieldwork in Higher Education Based on Location Services

Fieldwork is an important aspect of geography learning in higher educational institutions. Under the support of mobile technologies, the process and method of fieldwork in geography education have significantly been changed. However, the in-depth combination of Location-Based Services (LBSs) and geography fieldwork is still in the initial exploration stage. This paper designed and implemented a professional geography fieldwork platform based on Lushan, a famous geography fieldwork education station in Jiangxi, China. The platform includes the student-side mobile application, teacher-side mobile application, and a web back-end management system. Three specific technologically-enhanced applied modes were put forward based on the platform, which contains teacher-centered, semi-supervised, and student-independent modes. Students’ views on the three applied modes and usage in the fieldwork platform were collected through a questionnaire. The result shows that the LBS fieldwork platform has significant support for geography fieldwork. It meets the needs of students and reduces the burden for teachers. The teacher-centered is the most popular mode for students. Due to the unguaranteed fieldwork safety, inconvenient dynamic adjustment, and the habit of relying on the teacher’s explanation, the student-independent mode based on the LBS platform has apparent limitations. Nevertheless, students can recognize its potential in improving their practical, cooperative, and autonomous abilities. They are willing to try independent fieldwork supported by the platform in several days.

RETRACTED: Practical research on college English vocabulary teaching with mobile technology

With the development of mobile technology, the intellectualization and intellectualization of mobile learning technology have greatly expanded the dimension of time and space of learning, and become a useful supplement to the traditional teaching mode. Taking College English vocabulary teaching as an example, this paper studies college English vocabulary teaching under the support of mobile technology, in order to provide new ways and methods to meet the individual learning needs of different learners. This paper designs College English vocabulary teaching based on mobile technology and puts forward a basic framework of mobile learning for college students’ English vocabulary learning. In this paper, English vocabulary technology is applied to college English vocabulary teaching. Through experiments, it promotes college students’ English vocabulary memory level, vocabulary use level and interest in English learning, respectively, to verify the effectiveness of College English vocabulary teaching mode based on mobile technology. The experimental results show that the flexibility of mobile learning can take into account the different learning needs of students at different levels of the same group, categorize and categorize the individual needs of students, and adjust different learning content and learning difficulty ladder to a certain extent. The innovation of this paper is to fully combine mobile technology with college English vocabulary teaching, solve practical application problems, and improve the application value of mobile technology in college teaching.

Use of mobile technologies for care of internal medicine clients in Nigeria’s premier teaching hospital

Purpose The purpose of this study was to examine how cost, network and technology factors affect the use of mobile technologies for clients’ care in internal medicine department in Nigeria’s premier teaching hospital, the University College Hospital, Ibadan. Design/methodology/approach The study adopted a survey design covering a cross-section of medical doctors, pharmacists, nurses and medical laboratory technologists in the Department of Internal Medicine. A questionnaire guided data collection. Findings There is a high level of consciousness and use of mobile technologies for meeting healthcare needs of internal medicine clients in the University College Hospital, Ibadan and medical practitioners are deploying the technology most. However, there is no similar evidence of consciousness and use of wearable health-care technologies and solutions. The hospital makes some provision for mobile technology support for relevant medical staff and purposes. However, about three in 10 of the respondents reported that they use their own funds to recharge hospital-provided mobile phones means. Research limitations/implications The study focusses only on one institution but the result reflects the situation in other hospitals, University College Hospital, Ibadan, Nigeria being the major supplier of health and medical human resources in the country. Practical implications The hospital requires undertaking institutional assessment of mobile service need and consumption for clients’ care and thereafter make adequate provision to match the need. Furthermore, the institution could work out various forms of collaboration with mobile technology operators in the country to subsidise the cost of the use of telephones for clients’ care as part of their corporate social responsibility. Social implications The institution could work out collaboration with mobile technology operators in the country to subsidise cost of mobile client care as part of the philanthropic and corporate social responsibility of telecom companies. Originality/value This study focusses mainly on internal medicine and has implication for a more proper understanding of adult deployment of mobile phones for client care.

Peer Tutoring to Facilitate Cognitive Diffusion of English as a Foreign Language Learning: Using Speech Translation and Shadowing in Familiar Authentic Contexts

Learning and cognitive ability are necessarily connected. Learning occurs when people engage in a series of cognitive processes. In this study, we examined how English as a foreign language (EFL) learners’ cognitive abilities diffuse (i.e., change) effectively from a basic level (i.e., Remember, Understand) to a more advanced level (i.e., Apply) with the assistance of a peer-tutoring strategy that pairs high-achieving students with lower achieving students and asks them to use the mobile application, ezTranslate, in a familiar, authentic context. The results showed that the experimental students (i.e., the students who received peer tutoring) significantly outperformed the control students (i.e., the students who worked individually) on the posttest. Furthermore, throughout the learning activity, the majority of the experimental students’ cognitive abilities transitioned from a basic to a higher level. Given these results, we suggested that peer tutoring is particularly advantageous because it helps students engage in high-level cognitive learning. By including mobile technology support with peer tutoring, teachers can utilize their students’ differing abilities to promote collaborative learning, which results in not only successful learning but also encourages positive social interaction and results in high-level cognitive learning.

An ecological community becoming: Language learning as first-order experiencing with place and mobile technologies

This work looks at how language learners’ experiential engagement with place is achieved through design. It proposes a new language learning model, one that emerges through the availability and support of mobile technologies, and in which semiotic resources and learners’ participation in and experience of events are central. In this model, language learning is languaging in place, where place is a 3D holographic experience. Within such place and through such experience, knowing co-arises with design, place-based interactive experiences with others, and through mobile game narrative. The findings also suggest experiencing events together creates community, one that is emergent, dynamic, place-making and ecological in nature. Drawing on the constraints and affordances of community gives rise to linguistic choices and skilled linguistic action. By employing an eclectic toolkit from multimodal analysis, cognitive event analysis, and communicative project, we describe our mobile game design and describe our analysis of the game playing process to explain how we conceptualize the relationship between language learning, place, events and mobile technologies.

Place, identity and becomings with mobile technologies: feminist and Chinese philosophies in dialogue

In this paper we provide an East–West account of understanding the relationship between place, language learners, and mobile technologies. We argue that learning is “doing and undergoing” in the co-creativity of becoming and place-taking events. We also argue that identity emerges from experiences embodied in roles and relations. Foregrounding conduct, we find common ground between feminist and Chinese philosophies for understanding second language learners’ experiencing of “place” with the support of mobile technologies. We draw on ideas such as genuine pluralist categorization by feminist philosopher Marilyn Frye, Roger Ames and David Hall’s correlative cosmology, and Ames’ Confucian Role Ethics. We find similarities and differences between Frye and Ames on understanding perspectives of “identity.” We give equal weight to both the intensive particular and the extensive field for understanding human becomings to situate our interpretation of the data collected from Guardians of the Mo‘o mobile, a design-based research project. This paper is an interdisciplinary and cross-cultural endeavor that puts philosophy into conversation with second language acquisition and feminist theory with Chinese philosophy.

Emotions on diabetes: a design case of user mock-ups by young people living with diabetes

This paper reports a design research case on mobile learning technology for children and teenagers living with the chronic illness diabetes. A central focus in the design process was to understand the young people's perspective on their chronic illness and on mobile technology support. Towards this end, a design workshop was facilitated to promote the articulation of their emotions towards design. This presentation outlines this design activity and discusses the results of 12 mock-ups created by a group of young people living with diabetes. The analysis and reflections of the user mock-ups highlight three aspects related to their identity of self, the burden of being young with a chronic illness, and the need to feel connected and safe in a society generally unaware of or uninformed about their illness.

Advanced and Effective Learning in Context Aware and Adaptive Mobile Learning Scenarios

The ability to support students/learners to learn on the move at any place and at any time is new task to be addressed by using the mobile devices of the learners. Mobile technology support has given birth to the concept of mobile learning possessing a wide spectrum of applications and new teaching and learning techniques. This paper discusses a study conducted for undergraduate students on the effect of mobile technology usage in a learning process. The results showcased here indicate acceptance of the mobile devices into the learning process with a well appreciated enthusiasm from the learners.

Managing mobile provision for community healthcare support: issues and challenges

Purpose – This paper addresses some key management issues relating to developing mobile support for community healthcare (CHC) provision, such as support structures, service management and organization.Design/methodology/approach – The paper presents three generic examples that draw out the heterogeneous nature of CHC support and the issues and challenges involved. The research is mostly qualitative, based on interviews with key health and social care professionals in the south of England, supported by desk‐based activity. The initial phase of the pilot involved six healthcare professionals, who were interviewed for approximately an hour and a half each using a semi‐structured questionnaire.Findings – It is clear that many CHC professionals, for the generic case examples, cannot do their community activity without some mobile technology support, such as a mobile telephone. More sophisticated support offers much potential to improve patient/client care in the community as well as efficiency benefits.Resear...