Use Of Mobile Learning Application Research Articles

TÜRK DİLİ DERSİNDE MOBİL DESTEKLİ ÖĞRETİMİN ÜNİVERSİTE ÖĞRENCİLERİNİN BAŞARI ODAKLI MOTİVASYONLARINA VE MOBİL ÖĞRENME ARAÇLARINI KABUL DÜZEYLERİNE ETKİSİ

The use of mobile learning applications in the learning process has considerably changed the functioning of learning environments. At this point, the individuals’ readiness and motivation level to use technological tools and their acceptance level for mobile learning tools become important. It was aimed in this study to investigate the effect of mobile-assisted teaching on success-oriented motivations of students and their acceptance levels for mobile learning tools through “Edmodo” application as well as taking the opinions of experimental group students. In order to collect the quantitative data, the pre-test post-test control group quasi-experimental design was employed while the focus group interview was used to obtain the qualitative data. The study group consisted of 1st grade university students who take Turkish language course. In the study, it was concluded that the mobile-assisted teaching (Edmodo) significantly increased both students' motivation and their acceptance level for mobile learning tools; however, it was found out that the current program has not brought about any significant difference.

Analysis the Effect of Different Factors on the Development of Mobile Learning Applications at Different Stages of Usage

For the development effective and successful mobile learning applications, it is important to understand the users' requirements in different stages of usage. In this paper, we developed a new model to study the effect of different factors on mobile learning applications development at the three main stages of usage (static stage, interaction stage and transaction stage). The results of this study showed that each stage of the three stages, static, interaction, and transaction has different requirements in terms of system compatibility, security, information quality, awareness, perceived functional benefit, self-efficacy, perceived image, perceived uncertainty, availability of resources, and perceived trust. In addition, the results demonstrated that the requirements and perceptions of users towards the adoption and use of mobile learning application in the three stages significantly differ. The novelty of this research will be an added value to the body of knowledge and its implications will be vital for researchers and designers who are developing mobile learning applications.

RANCANG BANGUN APLIKASI MULTIMEDIA INTERAKTIF MOBILE LEARNING MATA KULIAH METODE PENELITIAN FPP UNIVERSITAS NEGERI PADANG

Learning 4.0 refers to 9 IT-based trends and learning. Changes in education gave birth to innovations in the field of education with the aim of improving the quality of education. Information technology as an innovation becomes an educational need. Technology support in the field of education, educators are greatly helped in efforts to improve the quality of learning. The characteristics of mobile devices that have a high degree of flexibility and portability enable students to access material, direction and information related to learning where and at any time. One of them is the use of mobile learning applications. Interactive multimedia applications can be developed into mobile learning applications. The purpose of this study is to produce an application as a learning tool for students of research methods on Android-based smartphones that have material content that is tailored to the SOP of the State University of Padang. This application was developed through the Prototyping development approach with an Android-based Java programming language using the Integrated Development Environment (IDE) of Android Studio. The making of this research resulted in the application of research methods courses as a means of learning for students who had syllabus features, lesson plans, material from units I to X and videos adapted to the syllabus. With the results of the application of learning this research method, it is expected that this application can contribute and provide convenience in the learning process of FPP UNP student research methods.

Mobile Learning Design Models for State University of Jakarta, Indonesia

<p class="0abstract">In facing the industrial era 4.0, the instructional paradigm requires the involvement of technology in it. The use of technology in instructional is sometimes regarded as a medium or tool for delivering information through technology from lecturers to students without considering the learning process of students with technology that makes learning outcomes more meaningful. Meanwhile, instructional media such as mobile learning applications through Android is a type of mobile learning that can change the way students communicate and interact. The use of mobile learning applications through Android is adjusted to the characteristics of students and learning needs in the industrial era 4.0. This study resulted in an Android-based mobile learning application so that through product effectiveness, the concept of the conceptual model of mobile learning was obtained in the industrial era 4.0 for learning in college. The research method used is the development research of William W. Lee and Diana L. Owens. The results showed that the mobile learning application influenced student academic achievement so that the conceptual model of mobile learning was obtained in the industrial era 4.0 for learning in college. This study concludes that mobile learning applications encourage students in fun learning activities and place students as the main subject in learning, so learning becomes meaningful<span>.</span></p>

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

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

Continuous professional development of Liberia's midwifery workforce—A coordinated multi-stakeholder approach

BackgroundMaternal and newborn mortality remains high in Liberia. There is a severe rural–urban gap in accessibility to health care services. A competent midwifery workforce is able to meet the needs of mothers and newborns. Evidence shows that competence can be assured through initial education along with continuous professional development (CPD). In the past, CPD was not regulated and coordinated in Liberia which is cpommon in the African region. AimTo Support a competent regulated midwifery workforce through continuous professional development. MethodologyA new CPD model was developed by the Liberian Board for Nursing and Midwifery. With its establishment, all midwives and nurses are required to undertake CPD programmes consisting of certified training and mentoring in order to renew their practicing license. The new model is being piloted in one county in which regular mentoring visits that include skills training are being conducted combined with the use of mobile learning applications addressing maternity health issues. Quality control of the CPD pilot is assured by the Liberian Board for Nursing and Midwifery. The mentoring visits are conducted on a clinical level but are coordinated on the national and county level. Successes and sustainabilityCPD using mobile learning on smartphones and regular mentoring visits not only improved knowledge and skills of midwives and nurses but also provided a solution to enhance accessibility in rural areas through improved communication and transportation, as well as improved career development of health personnel working in remote areas. Mentors were trained on a national, county, and health facility level in the pilot county with mentoring visits conducted regularly. ConclusionThe CPD programme of the Liberian Board for Nursing and Midwifery, currently in pilot-testing by various partners, aims to highlight the positive impact of the coordinating role of both the regulatory body and health authorities. Using regular process and programme reviews to improve capacity, knowledge, and skills of health professionals.

The use of mobile learning application to the fundament of digital electronics course

A new trend in e-learning is known as Mobile Learning. Learning through mobile phones have become part of the educative process. Thus, the purposes of this study are to develop a mobile application for the Fundament of Digital Electronics course that consists of number systems operation, logic gates, and Boolean Algebra, and to assess the readiness, perceptions, and effectiveness of students in the use of mobile devices for learning in the classroom. This research uses Research and Development (R&D) method. The design used in this research, by doing treatment in one class and observing by using Android-based mobile application instructional media. The result obtained from this research shows that the test has 80 % validity aspect, 82 % of the user from senior high school students gives a positive response in using the application of mobile learning, and based on the result of post-test, 90, 90% students passed the exam. At last, it can be concluded that the use of the mobile learning application makes the learning process more effective when it is used in the teaching-learning process.

How to Gamify a Mobile Learning Application A Modularization Approach

Countless possibilities of usage make it more and more difficult to engage and motivate users in a regular use of mobile learning applications. However, users must be convinced to complete and explore every given option within the application. Considering this, gamification seems to be a promising approach to engage and motivate users. Gamification refers to the use of game-like elements in a non-entertainment-based context. Regarding previous research, most game design elements are randomly selected and combined. This is why we use modularization to systematically select and combine game design elements. Following the design science approach and the cognitive evaluation theory, we aim to define a new way of gamifying a mobile learning application. We, therefore, present an approach for the combination of game design elements. Contributions will be given by providing guidance in how to systematically select and combine game design elements.

Extending the TAM to examine the effects of quality features on mobile learning acceptance

The purpose of this study is to examine the effects of quality features on students’ beliefs towards acceptance of mobile learning based on extending technology acceptance model (TAM) and the updated DeLone and McLean information system success model (DL&ML). This study gathered sample data from five public universities in Jordan. A total of 400 questionnaires were randomly distributed, and 392 usable questionnaires were analyzed, with a usable response rate of 81.6 %. The research results revealed that learning content quality, content design quality, interactivity, functionality, user-interface design, accessibility, personalization, and responsiveness, as the primary antecedents of mobile learning acceptance which had positive effects on students’ perception with regard to their beliefs (i.e., perceived usefulness and perceived ease of use) and this situation can lead to enhance students’ behavioral intention to use of mobile learning application.