Mobile Learning Theory Research Articles

Mobile learning frameworks and pedagogy: A systematic review

AbstractThis article provides a systematic review of mobile learning frameworks that address issues of pedagogy published between 2011 and 2022. The objective of the review was to gain a clear picture of recent developments in mobile learning frameworks to provide an understanding of current directions in mobile learning pedagogy. Eighteen peer‐reviewed journal articles that presented new mobile learning pedagogical frameworks were examined and evaluated based on the characteristics of each framework. The two main areas of analysis were the pedagogical approaches integrated into the frameworks and their definitions of mobile learning. We conclude that mobile learning frameworks have become more diverse over time, in many cases tending to focus on specific aspects of mobile learning rather than attempting to address overarching concepts. With respect to pedagogies and their underlying theories of learning, social constructivism, heutagogy, collaborative learning, experiential learning, inquiry‐based learning, and student‐centred learning were mentioned most frequently. However, although many frameworks make reference to pedagogy, there is limited analysis of how mobile learning pedagogy might be defined as distinct from other contexts of learning. The key characteristics of mobile learning, consistent through most of the reviewed frameworks, comprise the portability of mobile devices across multiple contexts, connectivity, and accessibility, as well as learner‐centredness (including personalisation and self‐regulation). One key aspect of identifying the uniqueness and future potential of mobile learning is the special affordances addressed by mobile learning theory. We conclude that this is an area where further research is required.

Students Against Academic Misconduct (SAAM)

This paper presents a comprehensive and coordinated partnership between students and faculty in response to academic integrity breaches at the School of Business and Law (SBL). We highlight the widespread nature of academic misconduct among university students, particularly emphasising the prevalence of cheating among business students. Additionally, the paper addresses the impact of institutional practices on academic integrity breaches. Considering the Higher Education Standards Framework (HESF) requirements, the SBL aims to reduce academic integrity breaches by implementing a coordinated students-as-partners approach. We propose that a mobile learning theory can be applied to reducing academic integrity breaches, focusing on contract cheating allegations. By sharing our experiences, we hope to inform and inspire a coordinated institutional approach to uphold academic integrity and combat misconduct effectively.

Exploring the Theory, Benefits, and Challenges of Mobile Web-Based Learning (MWBL) for English as a Second Language (ESL) Learners

Exploring the Theory, Benefits, and Challenges of Mobile Web-Based Learning (MWBL) for English as a Second Language (ESL) Learners

Research and Analysis of Chinese Character Learning Apps for Foreigners and Construction of the "HanZi Tong" Model

Based on the theory of self-directed learning and mobile learning, this text explores the research results of foreign Chinese learners and overseas Chinese in the application of Chinese character learning. The text aims to make use of fragmented time to break the time and space, material, and object limitations of Chinese character learning to promote the benign interaction between language technology and language economy. It also applies this approach to the practice of teaching Chinese as a foreign language to explore a new teaching model - the Chinese character learning application model. Based on the test results of the Chinese character learning application in the IOS system, this study proposes a prototype of an ideal Chinese character learning application - "Hanzi Tong" - through in-depth analyses and summaries of the main problems and advantages of the current Chinese character learning application, aiming at overcoming the difficulties in writing, remembering and recognising Chinese characters, and to provide feasible suggestions for promoting the integration of app-based independent learning and traditional classroom teaching.

WhatsApp application for teaching and learning in higher education institutions

Purpose The purpose of this study is to investigate WhatsApp application for teaching and learning in higher education institutions (HEIs). The consideration for the use of the WhatsApp is based on its usefulness, ease of use, low cost of data and maintenance practices for the functionality of the mobile device used for the WhatsApp. Design/methodology/approach This paper applied systematic literature review in conceptualizing how WhatsApp application could be used for enhanced teaching and learning in HEIs. Most of the articles used in carrying out this study were harvested from Google Scholar. This study was carried out within three weeks internal Findings This study established that WhatsApp has also served as a learning and teaching tool which has made majorities of university students, irrespective of their geographical locations, become tech-savvy, self-expressive and open to new ways of doing things, including the use of social network applications. The exposition of the authors based on the findings from this study indicates that through the use of WhatsApp, activity theory of mobile learning postulated by Vygotsky and theory of connectives by George Siemens gave them the understanding surrounding how humans interact with technology through continuous use of tools. Research limitations/implications This research carried out has a lot of implications to global HEI due to innovation and practices of teaching learning and research. Social implications WhatsApp application has become the avenue through which people learn and retain and share information and knowledge among themselves for a better quality live scenarios. It has brought a shift from traditional to virtual platform of user experience (UX) in the use of digital technologies. Originality/value WhatsApp application for teaching and learning in HEIs established that the impact of WhatsApp on teaching, learning and retention of collocation of knowledge among school students or learners cannot be undermined. The result revealed from this study indicates that there is a shift from traditional to virtual platform which has brought diverse opportunities of transformation the educational systems, enhance productivity and quality service delivery and challenges, where lecturers would have to learn and unlearn through UX of the use of digital technologies.

On the Implications of Mobile Learning Theory to Oral English Teaching

With the development of domestic education informatization, under the general application of information technology and network technology, English teaching mode and methods have changed significantly. At present, with the popularity of mobile phones, iPads and other mobile terminals, the conditions for "mobile learning", an educational form based on communication and information technology, are becoming more mature. Various English learning apps are pouring out, providing conditions for breaking the unilateral input teaching in traditional oral English and realizing the flexibility and interactivity required in oral English teaching.

Mobile Education System Based on Genetic Algorithm

In order to solve the problems existing in the current mobile education system, this paper proposes a method of mobile education system based on genetic algorithm. By analyzing the research status of mobile learning and the theory and application mode of mobile learning, this method explores the combination of mobile learning theory and application mode and China’s traditional primary and secondary education mode, then puts forward a mobile teaching model suitable for primary and secondary education, and builds a mobile teaching system on this basis. The results show that, through the analysis, it is found that most of them remain at about 10%. In practice, the occupation is slightly increased only when multiple people teach, but it also belongs to an acceptable normal level, which can meet more complex functions in the future. The function of mobile learning platform needs to be expanded. For example, mobile learning forum can provide learners with a platform for communication, discussion, and sharing learning materials.

Application of Industrial Communication Device-Based Mobile Learning in Ideological and Political Education

Mobile learning theory and the demand analysis of mobile learning systems for ideological and political education at universities are presented in this study. The study analyses the use of mobile learning based on industrial communication devices (ICDs) in ideological and political education by doing research on mobile development technology and mobile learning systems. ICD-based mobile learning platforms can be used for ideological and political education by conducting a questionnaire. The main advantage of using this ICD-based mobile learning platform is the teaching and learning process will be continued under any circumstances. Even if the teacher and the students are in distant location, secured access privileges can be provided for effective communication for the processes. For ideological and political education, a remote supervision algorithm was developed to evaluate the performance of industrial communication devices. The proposed algorithm generated 90% more accuracy than the current technique.

Applications of Mobile Learning and Transactional Distance Theory in the Context of Higher Education during COVID-19 Pandemic

ABSTRACT Mobile learning, which can be performed through numerous applications that run on smartphones, personal digital assistants, and other devices, has played a major role in education, especially during under the restrictive conditions due to the COVID-19 pandemic. This paper is a review of literature of mobile learning efficiency in education. Some application of m-learning in education have shown extensive success. Mobile learning could meet with success in a suitable learning environment. The recently developed transactional distance theory focuses on three elements in the connection and involvement in the distance education environment, namely, the teacher, the student, and dialogue. The core of that theory is investigating the ways that the learner can progress to becoming a self-directed learner with the support of the teacher. Though there are advantages to m-learning, there are some disadvantages of m-learning such as technical, physical and health issues

Identifying the contradictions in the technology enhanced language classroom

This study takes place in the context of a federal laptop-mediated English language pre-university course in the United Arab Emirates. Despite predictions and claims from policy makers and practitioners that 1:1 classroom devices would revolutionise teaching and learning, student results remain static and student attrition remains high. Through the lens of activity theory this paper identifies ten contradictions, and their discursive manifestations, potentially causing failure and attrition. This paper contributes to the fields of technology enhanced learning, 1:1 device initiatives, English language teaching, computer assisted and mobile assisted language learning and activity theory by highlighting several problematic experiences in teachers’ practices and mapping these within the activity system context. The paper also questions the positive impact of a 1:1 laptop initiative in this particular context, with implications for future research.

Research on Blended Teaching Model in College English Based on Mobile Learning APP

Mobile learning is the general trend of the times and the inevitable choice for the reform and development of college English teaching. This article attempts to use blended learning theory, mobile learning theory, and instructional design theory as a guide. In many English mobile learning apps, Superstar Learning Link is used as an example to design an online and offline blended teaching mode. It proposes thinking expansion and interaction in pre-class stage. Consolidation of input and output-oriented process are during class and evaluation and sublimation are made after class. The essay is aimed to break the boundaries between traditional teaching and mobile learning, combining synchronous learning with personalized learning in order to improve comprehensive levels of English.

Emerging Mobile Learning Pedagogy Practices: Using tablets and constructive apps in early childhood education

ABSTRACT Early childhood teachers introduced mobile learning activities and educational software to the children's in-class learning activities. This qualitative study implemented one constructive creation app in two early childhood classrooms. It designed, implemented and evaluated the effectiveness of pedagogy practices (PP) for the meaningful implementation of constructive apps in an early childhood classroom. Two small groups of four to five years-old children engaged in weekly in-class research activities. Sixteen videos and 122 artifacts were analysed to determine each child's well-being, involvement, and motivation during the digital creation activities and evaluate the effectiveness of the implemented PP. The most effective PP embedded strategies that 1. enhanced the children's perceived autonomy, competence, and relatedness, 2. implemented a flexible and generous use of direct interactions between teachers and students, and 3. provided app operational habit-shaping routines that guided young children’s engagement with the mobile device and app. The implications of these findings are practical and theoretical. Teachers may use the transferable PP to guide their efforts to develop and implement digital creation activities in their early childhood classrooms. The findings of this study may also contribute the development of a mobile learning theory for young children and address a gap in the research literature.

Öğrenme kuramları ışığında çeviri eğitiminde mobil uygulamaların değerlendirilmesi

Today, with the ever-growing technology in our pockets, controlling and adapting to daily life is getting easier. The programs and software used on the desktops and laptops give their places gradually to the mobile applications designed to be used via smartphones, tablets and similar mobile devices. The main purpose of this study is to evaluate the usage of the mobile applications supportive for language competence of the students of translation studies with the perspective of learning theories. It is aimed to find answer to the questions of how could the mobile learning theories be explained in relation with translation education, how could the mobile applications are used for translation education and from which perspectives, the mobile applications could contribute to the students’ competencies. The mobile learning theories have been developed within the basis of learning theories as it is seen from learning related studies. In this study, the usage of mobile applications by the students of translation studies is evaluated in the light of learning theories. A yes-no question survey is applied to 100 Applied English and Translation Program students, and the results are evaluated according to the descriptive content analysis. The findings of the research reflect the contributions of mobile applications to the translator/interpreter candidates’ competencies in terms of self-regulated education, more enjoyable and competitive environment for learning, and create a more motivating environment to be willing to learn. As a result, it is suggested that mobile applications may be used as educational materials in translation education. Indeed, the results indicate that different studies about the usage of mobile applications as educational materials can be carried out.

Research on Intelligent Learning APP in Junior English Vocabulary Teaching

Vocabulary, as one of the most difficult problems for students and teachers, is also one of the most important elements in traditional teaching. This thesis is based on the problems existing in traditional vocabulary teaching and under the guidance of the mobile learning theory, the constructivism theory and the humanism theory. This thesis researches the application of intelligent Learning APP in Junior English vocabulary teaching .The research shows that the application of intelligent Learning APP, as one of the products of modern science and technology, is applied in Junior English vocabulary teaching. It effectively combines after-class teaching with in-class teaching, pays attention to students' individuality, improves teachers' teaching quality and reduces teaching pressure. The application of intelligent Learning APP has made up for the shortcomings of traditional teaching, stimulated students' interest in learning and made the teaching process more interesting.

The prevention of arboviral diseases using mobile devices: a preliminary study of the attitudes and behaviour change produced by educational interventions.

In Brazil, the National Policy for Dengue Control seeks to incorporate the lessons of national and international experience in dengue control, emphasising the need for health education activities. The objective of this study was to evaluate and compare knowledge, attitudes and behaviours related to the prevention of arboviruses before and after a two-month educational intervention using a learning platform on mobile devices. This quasi-experimental study corresponds to the first phase of the project 'Impact of mobile learning in the prevention and management of complications caused by arboviruses (Zika, Dengue, Chikungunya) - ZIKAMOB', sponsored as part of the British Council Newton Fund. Thirty of the 93 participants were first-year undergraduate university students (36.7% male), and 63 were police officers (84.1% male). The pattern of attitudes and behaviour was very similar in both groups before the intervention. The students changed their attitudes and behaviour (P=0.032) in relation to their engagements in actions for the prevention of arboviral diseases and several other activities related to house inspections and precautions with water tanks (P<0.01). However, recycling and surveillance activities were not as effective in changing behaviour. Female participants showed more motivation to participate in preventive activities, but living alone and working were barriers to participation. Individuals who already perform selective waste collection and are cultivating gardens demonstrated both a positive attitude and a positive behaviour towards actions for the prevention of arboviral diseases. Mobile learning and behaviour change theories might be successful as the basis for school-based and community-based interventions to avoid arboviruses. These outcomes need to be confirmed in broader future studies.

A Preliminary Study of English Mobile Learning Model Based on Constructivism

This paper aims at exploring the model of English mobile learning system based on constructivism. Firstly, it defines the concepts of constructivism, constructivism learning theory, mobile learning and mobile learning theory. Then, it summarizes and analyses the relevant researches on mobile learning at home and abroad. Then it elaborates the purpose, significance and research value of the topic, respectively. The research hypothesis is put forward, and the English mobile learning model based on constructivist learning theory is preliminarily expounded. Finally, the research ideas, research methods, technical routes and implementation steps are explained.

I’ve got this: Fostering topic and technology-related emotional engagement and queer history knowledge with a mobile app

Little research has been conducted to differentiate between multiple, and frequently simultaneously available, discrete object foci in academic achievement situations that emotions can be generated from, including technology and academic topics. Using R. Pekrun’s control-value theory of achievement emotions and Sharples and colleagues’ Mobile Learning Theory, we examined whether appraisals of control over technology and task value predicted emotions directed toward using a mobile app (technology-related emotions) and queer history content (topic emotions). In turn, we examined whether technology-related and topic emotions predicted objective and subjective knowledge outcomes. The main results of this study that examined 57 undergraduate students at a Canadian University were the following: (1) Learners reported high mean levels of technological control over the app. (2) Relatively high mean levels of task value. (3) High mean levels of enjoyment and low mean levels of boredom across both technology-related and topic emotions. (4) Learners’ appraisals of task value contributed to multiple regression models that statistically significantly predicted all emotions; appraisals of control over technology contributed to the multiple regression model (along with task value) that statistically significantly predicted technology-related enjoyment. And (5) technology-related enjoyment and topic boredom contributed to multiple regression models that statistically significantly predicted perceived success of learning. Findings and implications are discussed from a critical-analytical perspective.

Research on New English Mobile Teaching Mode under the Impact of Mobile Internet Age

The rapid development of mobile technology has provided a new opportunity for the reform of English listening and speaking teaching mode. Mobile technology enables learners to use mobile devices to learn anywhere, anytime. Mobile technology assists language learning with unparalleled advantages in extending learning time and space, enriching learning interactions, and improving learning efficiency. This paper introduces the concept and characteristics of mobile learning and smartphones, the theoretical basis of mobile learning and related technical support, through the feasibility analysis of mobile phone-based mobile learning in supporting English teaching. At the same time, a new English teaching mode under the background of mobile internet is summarized and designed. It provides a realistic basis for the design of mobile learning teaching mode with smartphone as the terminal, which adds practical application cases for mobile learning theory, solves the problem of lack of contextual interaction in traditional English teaching, and limitations of learning time and place.

Design and Implementation of a College English Listening Learning System Based on Android Platform

To create a good English listening learning environment for college students, based on the Android platform and learning from mobile learning theory and language learning theory, Android software platform was applied to design and develop a learning system for college students' English listening. The system could provide a relatively complete listening learning system accord-ing to the listening cognition rule, increase the intelligence test, strengthen the listening training and feedback mechanism, help improve the listening level step by step, and improve the input and output process of listening learning. The practice showed that the system could effectively improve the learning effect of college students' English listening mobile learning.

Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning activities. In particular, there are a number of learning theories that have been identified which particularly lend themselves to the specific affordances of mobile learning. This paper examines how mobile technology was incorporated within three different computing courses. These case studies explore how specific learning approaches (collaborative learning, connectivism and experiential learning) were adopted to frame the use of the technology within each course and how the affordances of mobile technology were harnessed to enhance and better support existing learning practices.