Use Of Mobile Learning Application Research Articles

The Effect of the Use of Mobile Learning Applications on Students' Listening Skills

Listening skills are a key element in language learning, serving as the basis for speaking, reading, and writing skills. This study explores the influence of mobile learning applications on students' listening skills, with a qualitative approach and case study design. The research subjects consisted of high school students and English teachers who used mobile learning applications. Data is collected through in-depth interviews, observations, and documentation of test results. The findings show that the use of mobile learning applications significantly improves students' listening skills, strengthens comprehension, and increases motivation to learn independently. Interactive features in the app, such as varied audio, practice questions, and instant feedback, allow students to learn in a more flexible and personalized way. Despite challenges such as the technology access gap, mobile learning apps offer innovative solutions that support inclusive learning. This study recommends the integration of technology in the language learning curriculum to facilitate the development of more effective listening skills. Thus, mobile learning not only improves learning outcomes but also builds students' interest in language learning, preparing them for the challenges of global communication.

The Growth of Mobile Learning Applications in Language Education: A Bibliometric Overview

The rapid advancement of mobile technology has transformed education, with mobile learning applications (m-learning) becoming integral to language education. This study provides a bibliometric analysis of research on mobile learning applications in language education, examining trends, types of research, and key themes from 2010 to 2023. Data were collected from major academic databases, including Scopus, Web of Science, SINTA, and Google Scholar, using keywords related to mobile learning and language education. The findings reveal a significant increase in publications over the past five years, reflecting the growing academic interest in m-learning. Qualitative research methods have been predominantly used, focusing on user experiences and the contextual nature of mobile learning. Critical thinking skills have emerged as a key area of focus, indicating a shift towards using mobile learning for deeper cognitive processes. The study also highlights the central role of students as research subjects, while noting a gap in research on other stakeholders, such as teachers and administrators. Data collection has primarily relied on tests to measure cognitive outcomes, but the study suggests incorporating a variety of methods to capture a more holistic view of the learning experience. The conclusion emphasizes the need for ongoing research to optimize the use of mobile learning applications in language education, advocating for a broader inclusion of stakeholders and diverse research methodologies. This bibliometric overview contributes to the understanding of mobile learning's impact on language education and offers insights for future research directions.

The Effect of Mobile Learning Applications on Understanding Hadith Material Moderated by Digital Learning Experiences in Students

In this digital era, the use of technology, including mobile learning applications, has opened up new opportunities in Islamic education. This study explores the influence of the use of mobile learning applications on the comprehension of Hadith material among students, taking into account moderation by their digital learning experience. This study uses a quantitative approach with a survey research design. The sample consisted of 89 students from the Tarbiyah College of Sciences who used mobile learning applications in learning Hadith. Data collection was carried out through a questionnaire to measure the use of mobile learning applications, digital learning experiences, and understanding of Hadith material.Data analysis showed that the use of mobile learning applications significantly increased the understanding of Hadith material among students. In addition, students' digital learning experiences moderate the relationship between the use of mobile learning applications and Hadith comprehension, with students who have better digital experiences tending to achieve higher comprehension through the app.

Teachers' Utilization of Mobile Learning Applications for Instruction and The Students’ Classroom Performance Towards Strategic Guidelines in The Classroom

This paper is in order to determine the situation of teachers' utilization of mobile learning applications for instruction and the students’ classroom performance on classroom strategy, this paper investigates the strategies of students in Yulin University of Shaanxi Province for teachers' use of mobile learning applications in teaching evaluation. The interviewed students' assessment of the relationship between their teachers' use of mobile learning applications in teaching and classroom performance was identified. In this study, structured survey and quantitative analysis were used to collect and compare data. At least 375 students were randomly selected as the study sample. The results are as follows: 1). Majority of the student respondents are male of not more than nineteen years of age representing Grade 1. 2). Students believe that their teachers frequently use the mobile learning applications in the classroom resulting to an effective utilization of the application in the teaching-learning process.3). Female students have better assessed the utilization of mobile learning applications in their classrooms than the male students. On the other hand, students’ age and grade level did not make significant differences in their perceptions on how their teachers utilized the applications. 4). Students generally exhibited fair to good classroom performance based on their recent evaluation. 5). The use of mobile learning applications in the teaching-learning process did not make significant impact on the classroom performance of the students. This paper is of great significance in improve teaching practices, improve learning outcomes, and promote responsible and effective technology integration. It empowers educators, provides information to administrators, addresses data privacy concerns, and promotes the overall advancement of educational technology and its impact on society.

Technology in education through mobile learning application (MLA) and its impact on learning outcomes: Literature review

Integration of information and communication technology (ICT) in teacher education is a means to support the teaching and learning process. Good teaching by utilizing technology certainly requires changes, especially in the realm of pedagogy, but teachers apparently do not have enough ability to optimize ICT in the learning process. In fact, ICT has the potential to provide various benefits for teachers and students, including joint learning areas, cooperative and collaborative learning opportunities. Therefore, this research aims to identify the use of mobile learning application (MLA) and its impact as a form of ICT integration in learning. The method used is literature study, by taking data from various relevant scientific articles and books. Data analysis uses descriptive analysis from the results of the synthesis of several literature reviews obtained. The research results show that a number of 10 main articles and 15 relevant supporting articles as well as several book sources show that mobile-based learning with smartphone devices is becoming a trend at various levels of education, both academic and vocational.

واقع استخدام طلبة المدارس الإعدادية لتطبيقات التعلم المتنقل واتجاهاتهم نحوها

The goal of the current research is to identify the reality of middle school students use of mobile learning applications and their attitudes toward them in the city of Mosul. To achieve this goal, the descriptive survey method was used, as the researcher prepared a questionnaire consisting of (25) items coupled with five alternatives, and after verifying the validity and reliability of the questionnaire, he applied it. The researcher studied the basic research sample, which consisted of (380) male and female middle school students for the fifth scientific and literary grad in the city Mosul. The results of the research showed that the reality of using mobile learning applications and their attitudes towards them from the student's point of view were high, with an arithmetic average of (4.023), The results also showed that there were statistically significant differences in the reality of using mobile learning applications due to the type variable and in favor of female. The research results also showed that there were no statistically significant differences between the responses of the sample members due to the branch variable Academic (scientific, literary). Keywords: mobile learning, Mosul city schools.

The impact of COVID-19 on reading behaviors among high school students through the adoption of mobile learning

In this study, the impact of COVID-19 lockdown on Jordanian high school students’ reading habits and attitudes was examined. COVID-19 has indeed affected education systems all over the world; education institutions all over the world were compelled to implement innovative technological approaches so that education could still be delivered to students, fulfilling the academic expectations, while the Sustainable Learning and Education (SLE) ideals are consistently embraced. One of these approaches has been the use of mobile learning applications (MLA). These applications (MLAs) employ some prominent features of mobile apps, to allow students to collaborate and participate in purposeful online learning. Still, the success of any technology is dictated by the acceptance of the user, in this context, the acceptance of students. In other words, student acceptance of MLA will determine the success of MLA. Accordingly, the effect of COVID-19 lockdown on the information behavior of high school students was examined in this study, with MLA being used by these students. Data were gathered from 394 high school students in Jordan. These students were chosen randomly, and they were all mobile phone users. The data covered the 2022–2023 fall term and were analyzed using Structural Equation Modeling (SEM). Based on the analyses results: Self-Efficacy and Perceived Compatibility had significant impact on Perceived Performance Expectancy and Perceived Effort Expectancy; Perceived Convenience and Perceived Effort Expectancy had significant impact on Perceived Performance Expectancy; Perceived Enjoyment had significant impact on the Behavioral Intention to use MLA; COVID-19 had significant impact on the Behavioral Intention to use MLA; Perceived Compatibility showed no significant impact on Perceived Enjoyment; and Perceived Effort Expectancy, Perceived Performance Expectancy and Perceived Compatibility showed no significant impact on the Behavioral Intention to use MLA. The outcomes of this study demonstrate a practical indication in support of digital information behavior among high school students in this era.

Visual Communication Design for Mobile Learning Apps: User Interface Usability and Learning Engagement

This study explored the visual communication design for the mobile learning applications through user interface usability and learning engagement. This experiment also observed the mediating impact of cognitive load in the relationship between user interface usability and learning engagement. The method adopted for the study was quantitative method and the data was collected by adopting a questionnaire survey strategy. The data was collected from the higher education institutions in China located at different regions and the target population of the study were the current enrolled students at these institutions. The study tested the research hypotheses through structural equation modelling. CFA was used to evaluate the fitness of the measurement model. The findings of the study indicated that user interface, and student engagement were effective indicators of visual communication design. The study would be a great contribution as it dealt with emerging topic of visual communication design in the educational sector of China, advocating the use of mobile learning applications. The study would also offer significant insights to managers and policy makers. Future researchers could maneuver qualitative research design to analyze the perspectives, viewpoints and subjective opinions in the subject.

EFL STUDENTS' PERCEPTION ON THE USE OF A MOBILE LEARNING APPLICATION “ENGLISH VOCABULARY” IN VOCABULARY LEARNING

In today's era, technology permeates every aspect of daily life, including the field of education. There is a concept in education known as mobile assisted language learning (MALL). One instance of its application is the usage of mobile learning applications for vocabulary learning. This study was conducted to find out students' perceptions regarding the use of mobile learning applications (English Vocabulary) in learning vocabulary. Using the qualitative method, the researcher conducted interviews with five high school students who were selected purposively. The results showed that all participants felt helped by the mobile learning application during the learning vocabulary. Besides being easy to use, this application has various fun features that allows students to have pleasant learning. More into this, the students agree that the application should cover more complete material such as grammar, tenses and conversation. The study's findings suggest that mobile learning can assist students learn vocabulary, particularly when there is a pronunciation guide

Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics?

The built environment may be considered a complex system comprising several parts (including people, organizations, and physical structures). Since the emergence of the COVID-19 virus in recent years, there has been an explosion in the usage of mobile learning applications for classroom instruction. Research on the diffusion of mobile learning is lacking. This study examines the perceptions and experiences of many aspects of online education from the viewpoint of Chinese HEIs and university students who shifted to online modes of instruction during the COVID-19 outbreak. This research aimed to determine whether or not college students were happy with the resources available to them, how their teachers communicated with them, how they were evaluated, and the conditions in which they studied at home. It also looked at the pros and cons of online learning from the students' points of view. For this study, researchers opted for a cross-sectional survey using an online questionnaire. Information was gathered from 450 students from different Chinese tertiary institutions. To this end, we reflect on the experiences and perspectives of postgraduate students in urban design and discuss the results of an online survey conducted during the 2021-2022 academic year's subject delivery period, which included activities such as assessment, feedback, field study visits, workshops, and the use of digital platforms. PLS-SEM, which stands for partial least square structural equation modeling, is used in order to evaluate the proposed model. Therefore, the findings show that the research model offered for this investigation could explain the diversity in the actual use of mobile learning systems. This would provide helpful insight into the effect of educational, environmental, and quality factors on the actual use of remote education systems. It was shown that quality concerns acted as a mediator between institutional policy, change management, and the implementation of mobile learning systems in actual classrooms. The findings also indicate that the level of pleasure students feel acts as a moderating factor between the degree to which the mobile learning system is used and its overall level of quality. According to the findings of these studies, academic institutions may enhance their use of mobile learning applications and get more benefits from these systems if they adhere to the suggestions stated in these studies.

Use of mobile learning applications as an innovative method for the teaching of biochemistry.

Traditional teaching methods of biochemistry provide effective tools for knowledge transmission, but are considered less engaging with students. Smartphone applications may provide suitable alternatives to compensate for the shortcomings of traditional teaching methods. This study aimed to assess the effectiveness of smartphone applications as a complementary method for learning biochemistry. A total of 32 students, from the College of Applied Medical Sciences, University of Bisha, Saudi Arabia, were recruited. Students used available mobile applications, and their performance was monitored through assignments, presentations, practical evaluations, and pre- and post-tests. A self-administered structured questionnaire was used to survey the students' perceptions. It was validated by students enrolled at the College of Applied Medical Science, interns, and medical educators. It was checked for item appropriateness and comprehensiveness using face and content validity. Around 75% of the students found the mobile applications useful in learning biochemistry, 50% believed that they were easy to use and 100% believed that the breadth of the knowledge presented by these applications was comprehensive. The pedagogical effect of the use of mobile applications in learning biochemistry showed statistically significant differences in student performances post-use and pre-use of mobile applications with P values of 0.000, 0.028, 0.023, and 0.000 for tests, assignments, practical evaluation, and presentations, respectively. Students have a positive perception of the use of mobile applications, as it has significantly improved their academic performance in biochemistry.

The use of mobile learning applications in higher education institutes

Nowadays, many people, especially students, enjoy spending their free time with mobile devices. The main reason for this is that an intelligent device based on current information presents the desires and requirements of students. A nowadays-promising technology to overcome the problems in m-learning, mobile devices provide reliable, customized and guaranteed dynamic computing environments for all users. This article presents a new pedagogical architecture for a mobile learning system in an extended cloud-computing environment enriched with smart devices. This architecture can be applied everywhere where there is a need for intensive teaching and learning in higher education. The system architecture was described together with the discussion of knowledge assessment methods possibilities and potential issues. In addition, a solution to the problem of developing applications for organizing mobile learning using the visual programming environment MIT App Inventor is proposed. The results of experiments on the use of mobile education were analyzed and presented in tabular diagram form.

The Effect of Mobile Multimodal Learning Applications on Chinese EFL Students’ Vocabulary Learning

This research aimed to explore the effect of using a mobile learning application on students’ vocabulary learning at Xi’an Fanyi University, China. A quasi-experimental research design was used for this study. The sample consisted of 68 students majored in translation at Xi’an Fanyi University. The experimental class used the Baicizhan App to learn vocabulary in an intensive reading class, while the control class uses traditional methods to learn vocabulary. Pre-test and post-test were carried out for both classes, and the target vocabulary (vocabulary for TEM 4--Test for English Major band (4) was tested, and a questionnaire survey was conducted on 95 students from the second-year students in the University. The results from the T-test indicate that the post-test scores of the experimental class are significantly higher than those of the control class, which shows that learning with the Baicizhan App is more effective for Chinese EFL students’ vocabulary learning. However, the results from the questionnaire survey showed that 95.1% of the students believed that mobile learning apps are helpful for vocabulary learning, while 4.9% of the respondents thought that they were unhelpful. Chi-square test supports that there was extremely statistical significance between the two groups (P < 0.01). Therefore, Chinese EFL students commonly believe that mobile learning apps are helpful for vocabulary learning. The results support the use of mobile learning applications in learning language in general and vocabulary for specific. Further research should be undertaken to investigate and evaluate the effectiveness of using mLearning based on demographic variables and other factors. Keywords: multimodal learning, Baicizhan learning app, vocabulary learning. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.33

Analysis of a Mobile Learning Adoption Model for Learning Improvement Based on Students’ Perception

Aim/Purpose: This identifies the factors that influence the application of mobile learning in order to improve the student learning process at universities in Indonesia based on the student’s perspective regarding factors that affect mobile learning, which is still rarely done in the Indonesian context. Background: The pandemic has had an impact on education in Indonesia so teaching and learning activities utilize online learning applications (online) to support the learning process (online teaching and learning). Although mobile learning is increasingly being used in universities in Indonesia, there have not been many studies on the factors that drive mobile learning adoption. Methodology: The research method used was the quantitative method. Research based on the elaboration of the mobile learning adoption model was conducted based on students’ perceptions of mobile learning adoption using the perceived interactivity of the mobile learning model and the Technology Acceptance Model (TAM) that has been modified to describe the adoption of mobile learning. Contribution: This research contributes to knowledge in identifying and analyzing mobile learning adoption using three types of perceived interactivity; namely, perceived interactivity between users, perceived interactivity between users and mobile learning applications, and perceived interactivity with mobile learning infrastructure, and evaluating the perceived interactivity impact of mobile learning adoption on perceived ease of use, satisfaction, and ongoing intention to use mobile learning. This study also evaluates the impact of mobile learning adoption on perceived usefulness, satisfaction, perceived enjoyment, and continuance intention to use mobile learning. Findings: It was found that the factor in mobile learning based on the student’s perspective became one of the components of the mobile learning interactivity model. The components are grouped into user-perceived interactivity (student-to-teacher, student-student, student-to-content), perceived interactivity within the application (perceived ease of use, perceived ubiquity, quality of learning content), and perceived interactivity in infrastructure (network quality, system quality). Recommendations for Practitioners: The significant influence of adopting mobile learning in Indonesia is the Indonesian government which needs to provide a perception of quality interactivity and interesting and fun learning content so that users will feel comfortable when using mobile learning. The ease of use of mobile learning applications must also be adjusted to the needs of users and the learning content needed by users so that mobile learning can be better. Recommendation for Researchers: This work confirms that nine of the twelve variables used have a significant influence on the adoption of mobile learning in universities in Indonesia. The nine variables are student-to-student interactivity, student-to-content interactivity, perceived ease of use, perceived ubiquity, quality of learning content, system quality, perceived enjoyment, perceived usefulness, and satisfaction. Impact on Society: For universities, the development of mobile learning adoption in universities must be designed by considering interactivity in learning, learning content that is in accordance with user learning outcome targets set by the faculty, and user study programs, as well as taking into account aspects of learning technology, such as user information security and user interfaces that can provide convenience for mobile learning users, so that the quality of information, the quality of learning, and the learning system can be well received by users. Future Research: Future studies will be able to cover all regions of Indonesia, represented by several public and private universities, by considering several additional factors, including user safety in using mobile learning.

Mobile Learning Application: Effect of Learning Readiness and Community Learning Toward Technology Management and Mobile Learning

The use of mobile learning applications in current conditions and the challenges of learning in the digital era has become a necessity and cannot be avoided for efficiency and effectiveness in learning anywhere and anytime. This study aims to analyze the Effect of Learning Readiness and Community Learning Toward Technology Management and Mobile Learning. Besides that, it also looks at how effective the application of mobile learning applications is in learning. This research is quasi-experimental research. The research design used is a posttest-only design, with a sample of 150 people and selected by proportional stratified random sampling technique. Data were analyzed using one-way Multivariate Analysis of Variance (One-way MANOVA). Analysis of the implementation of the mobile learning application using descriptive statistics. The results of this study reveal that community learning and readiness to learn together can be factors that influence student mobile learning and technology management. The application of Technology Management and Mobile Learning is very helpful in overcoming educational gaps and barriers in society and higher education, the results of the use of mobile learning applications have a very effective impact on the education process for better quality education.

Examining the Factors Influencing the Mobile Learning Applications Usage in Higher Education during the COVID-19 Pandemic

Recently, the emergence of the COVID-19 has caused a high acceleration towards the use of mobile learning applications in learning and education. Investigation of the adoption of mobile learning still needs more research. Therefore, this study seeks to understand the influencing factors of mobile learning adoption in higher education by employing the Information System Success Model (ISS). The proposed model is evaluated through an SEM approach. Subsequently, the findings show that the proposed research model of this study could explain 63.9% of the variance in the actual use of mobile learning systems, which offers important insight for understanding the impact of educational, environmental, and quality factors on mobile learning system actual use. The findings also indicate that institutional policy, change management, and top management support have positive effects on the actual use of mobile learning systems, mediated by quality factors. Furthermore, the results indicate that factors of functionality, design quality, and usability have positive effects on the actual use of mobile learning systems, mediated by student satisfaction. The findings of this study provide practical suggestions, for designers, developers, and decision makers in universities, on how to enhance the use of mobile learning applications and thus derive greater benefits from mobile learning systems.

The use of mobile learning applications in higher education institutes

The use of mobile learning applications in higher education institutes

Revisiting the relationship between smartphone use and academic performance: A large-scale study

Despite the increasing popularity of smartphones in our daily lives, their usage among college students has been broadly discouraged because ample studies demonstrate that this usage has a strongly negative impact on academic performance. This study strives to revisit this relationship by scrutinizing the distinctions among mobile applications. Based on a survey of more than 10,000 college students, our study offers robust evidence that, if used appropriately, smartphones can motivate better academic performance. Specifically, based on activity theory and psychological trait theories, we quantify the impacts of using six different mobile applications on students’ academic performance and detect their indirect impacts mediated by both nomophobia (the fear of being unavailable to mobile phones) and behavioral habits. Two kinds of poor sleep habits are investigated: late sleep and insomnia. Our results reveal positive, direct impacts of using mobile learning and news applications on academic performance and adverse effects of playing mobile games, as well as using social media, music and video, and entertainment book-reading applications. Notably, the use of mobile learning applications does not contribute to nomophobia. However, the other five types of mobile applications — social media, mobile games, music and video, entertainment book reading, and news — do.

Using mobile learning applications for the development of students’ universal compe-tencies: Evaluation of the effectiveness

Introduction. Nowadays, the widespread use of mobile learning applications has brought significant changes in education. This paper addresses the problem of using mobile learning applications for developing universal competencies among students. The purpose of the research is to assess the effectiveness of using mobile applications for the development of universal competencies in students. Materials and Methods. The data were collected through reviewing and critical analysis of research literature on the development of competencies among students of higher educational institutions and the use of information, computer and mobile technologies for educational purposes. The empirical study was conducted using methods of educational research from 2017 to 2019. The sample consisted of students in years 3-5 doing an undergraduate degree in Education. Methods of mathematical statistics were employed for processing empirical data (correlation analysis). Results. The paper presents the results of evaluating the effectiveness of using mobile applications for developing students’ universal competencies. The authors identified the indicators for assessing the development of the selected universal competencies. The authors examined the following stages of developing universal competences by means of using mobile learning applications: (1) knowledge and skills alignment in the field of using mobile learning applications; (2) demonstrating knowledge and skills of using mobile learning applications; (3) inclusion of mobile learning applications in studying various disciplines (modules); (4) using mobile learning applications as a part of a larger activity (group projects); (5) using mobile learning applications for academic assessment (self-evaluation). It is emphasized that it is necessary to purposefully include students' work with mobile applications in the educational process of the university, when a student, being an active participant in the educational process, uses mobile applications to master the content of the discipline, enhance competencies and evaluate them. Conclusions. The article concludes that characteristics of using mobile learning applications identified and described in this research facilitate the development of students’ universal competencies. The findings can be used to improve the efficiency of the educational process at the university. Keywords Educating students; Universal competencies; Indicators of the formation of universal competencies; Mobile learning applications; E-portfolio; Self-assessment; Demonstration of competence; Group work

The Application of Mobile Learning for University Students in the Pancasila Education Modul in Developing Character of Students' Empathy

The main purpose of this study is to improve students' empathy attitudes in Pancasila education courses using applications in mobile phones. It is a tool application or media that is used by educators to be able to transfer knowledge to their students. This is used to be able to increase the interaction and learning motivation of students, so they can obtain maximum learning resources. The name of the application is Pancasila Mobile learning, and it is available on Playstore for Android users and web-based page. Meanwhile, the empathy characters need to be developed by the school to be able to grow in students. As such, this study focuses on growing empathy by using mobile learning applications. The research method used is quantitative. The data collection technique used was an online questionnaire, which was filled by 119 students at universities in Jakarta. They are students who have already or are studying Pancasila in college. The results of this study indicate that the use of mobile learning applications in learning Pancasila in the classroom can increase empathy attitudes towards students. They can carry out positive activities, and feel pleasure and comfort when using mobile learning applications in the learning process. Thus, the use of mobile learning needs to be continuously developed by educators both in universities and schools.