Use Of Mobile Technologies For Learning Research Articles

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.

The Effectiveness of Mobile Learning Technology in the Educational Process

The article discusses the importance of mobile learning technologies in comparison with traditional teaching methods, which make it possible to organize effective interaction of all participants in the educational process, plan joint work, correctly allocate resources, provide the necessary means to solve educational tasks. The authors of the article present their views on the structure of the organization of the educational process in a technical university. It is established that the possibilities of using mobile learning technologies in the educational process allow us to focus attention on the sphere of formation of an educational virtual environment in which self-development and training of students in the activities of a teacher takes place. The article considers mobile learning as a prospect for the development of digital learning, describes a number of advantages and disadvantages of mobile learning in the organization of the educational process and reveals the content of mobile applications in the educational process. The directions of application of mobile learning in modern education are also provided. Despite the widespread availability of mobile phones among students, mobile education in domestic universities is less common. An explanation of the term «mobile learning» and addresses the problems of using mobile learning in education and its research. In order to analyze the technical and psychological readiness of students to use mobile technologies in teaching students, a survey of students of the educational program «Information Technologies» of the Zhangir Khan West Kazakhstan Agrarian Technical University on the use of mobile devices in the educational process was conducted and the result was analyzed. Most of the students came to the conclusion that they are technically and psychologically ready to use mobile technologies in education and need further study of new university opportunities for more effective use of mobile learning technologies in the educational process

Mobile learning technology in the educational process of a technical university

This article discusses the importance of mobile learning compared to traditional teaching methods. Mobile technologies provide effective interaction for all participants of the educational process, allow organizing collaborative work, effectively distribute resources and provide the necessary tools for solving educational tasks. The authors of this article present their views on the organization of the learning process in a technical university. They found that the use of mobile technologies in the learning process allows focusing on the formation of an educational virtual environment, in which students develop and learn under the guidance of a teacher. The article considers mobile learning as a promising direction for the development of digital education. It describes the advantages and disadvantages of mobile learning in the organization of the educational process, and also reveals the content of mobile applications in the educational process. Examples of mobile learning in modern education are also given. Despite the fact that cell phones are widespread and accessible to students, mobile learning is used less frequently in domestic universities. The article explains the term “mobile learning” and touches on the problems of its use and research in education. To analyze the readiness of learners to use mobile technology in education, a survey of students in the “information technology” program of Zhangir Khan Agrarian and Technical University was conducted. The results of the survey were analyzed. As a result of the survey, it was concluded that the technical and psychological readiness of students to use mobile technology in the educational process of the university requires further study of new opportunities for more effective use of mobile learning technologies.

Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training

This study aimed to investigate the factors influencing the acceptance of mobile learning technology for 21st-century skills-based training among teachers in Saudi Arabia and Pakistan. This study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which included constructs such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, student self-efficacy, behavioural intention, 21st-century skills-based training, and creative thinking skills. A survey was conducted with 619 teachers from Saudi Arabia and Pakistan who participated in a two-week mobile learning-based training session. The data were analysed using structural equation modeling (SEM). The results show that all hypotheses were supported, indicating a positive relationship between the constructs and the acceptance and use of mobile learning technology for 21st-century skills-based training. This study’s findings suggest that by emphasising factors such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, and student self-efficacy when designing mobile learning interventions, teachers will be more likely to accept and use mobile learning technology for 21st-century skills-based training and contributed to sustainability by providing increased access to quality education.

The Use of Mobile Learning Technologies for an Online Mathematics Course: Student Opinions in The Pandemic Process

This study aims to examine the opinions of university students about using mobile learning Technologies in an online mathematics course during the pandemic (COVID-19) period. The participant group of the study consists of 266 university students studying at a private university. In the study, a mixed research method, in which quantitative and qualitative research methods are used, was used. A questionnaire form which was "Student Opinions Regarding Using Mobile Learning Technologies in an Online Mathematics Lesson During the Pandemic Process" created by the researchers and open-ended questions were used to reveal the opinions of the students about the online mathematics lesson. According to the results of the study, one can be seen that the majority of the students make an effort and spare time to understand mathematics in online lessons who use mobile learning technologies during the Covid-19 pandemic process. In addition, they argued that the majority of the students believe that they will be successful in the exam at the end of the online mathematics lesson by using mobile learning technologies and that it is easy to follow the mathematics lesson online using mobile learning technologies during the Covid-19 pandemic process, depending on the teacher giving the lesson. In addition, they stated the inadequacy of knowledge in the field of numeracy and the lack of technical infrastructure in distance education among the difficulties experienced by the students in the online mathematics course. As learning strategies in the virtual environment, the students stated that they did it again and again, watched the live lesson videos over and over, prepared an individual study program for themselves, took notes, attended regular classes, and watched educational videos by using mobile learning technologies.

Actual Use of Mobile Learning Technologies during Social Distancing Circumstances: Case Study of King Faisal University Students

The most current highly infectious disease, which has become a global health challenge permeating entire sectors of society, is COVID-19. In the education sector, the transmission of COVID-19 has been curbed through the closure of institutions and the facilitation of online learning. The main objective of this study was to propose an integrated model of the unified theory of acceptance and use of technology combined with the DeLone and McLean model, to examine the influence of quality features, namely, performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC), and social influence (SI), on the intentions and satisfaction of users toward mobile learning (m-learning) use in the context of Saudi learning institutions. The study obtained m-learning user data using an online questionnaire, after which the data were exposed to partial least squares structural equation modeling to test the proposed research model. The findings supported the influence of PE, EE, and FC on intention toward m-learning use but did not support the significant influence of SI. Moreover, system, intention, and user satisfaction were found to positively and significantly influence m-learning-system usage, with system, information, and service quality being top drivers of such user intention and satisfaction. The results reflect the required information concerning the strategies of higher institutions to enhance m-learning-system acceptance among students, with general implications for learning acceptance and usage.

The Use of Mobile Learning in Elementary School: Is It Important?

This study describes the use of mobile learning technology for students at the elementary school level. There are many educational applications, so researchers want to know whether these applications are needed for education. In this study, in order to understand how students, understand the use of educational applications that can be used on mobile devices, a qualitative method is used. Researchers in this case also use data collection techniques by conducting semi-structured interviews with students and elementary school students who use cellular technology in learning activities. The children said that using instructional apps had helped them improve their skills. When they work in groups, they develop relational and communication skills. On the other hand, there are some students who do not see the value or convenience of using educational apps on their mobile devices. The result of this research is the application of arithmetic and storytelling helps children improve their cognitive abilities. At the same time, when they interact with others, this activity stimulates them and offers emotional benefits. Use Study participants demonstrated a wide range of learning skills and capacities, as demonstrated by this study. Finally, this work offers new possibilities for future research in this exciting field.

Learning technology acceptance and continuance intention among business students: The mediating effects of confirmation, flow, and engagement

The emergence of mobile applications has opened the door to a new kind of information and communication technology tool and educational support which is vital for students’ positive learning behaviours. The aims of this study were to examine the effects of three mediators (confirmation, flow, and student engagement) on students’ learning technology acceptance and information systems continuance intention, and to explore the functions of these variables in the mediating process between learning technology acceptance and continuance intention. Using PROCESS macro program where the bootstrap confidence interval was adopted, a parallel multiple mediation model and a serial multiple mediation model were tested. Two of the three proposed hypotheses were supported. Business students’ confirmation and flow, elicited by the m-learning app, were two mediating factors with high ratios (0.6655, 95% CI = 0.2635 to 0.6085) of the overall indirect effect to the total effect, which related to students’ decisions in continuous usages of the technology. We concluded that the continuous use of the m-learning app was driven not only by students’ flexible thinking skills in accepting new learning technology, but also by a set of cognitive attributes reflecting users’ positive experiences with the system. Implications for practice or policy: Business students who have positive mindsets for accepting new technology will try their best to overcome challenges of learning unfamiliar technologies. Business students’ confirmation and flow experience elicited by the m-learning app aids in understanding of their intention to continue using the system. Instructors must develop partnerships with instructional designers to enhance student confirmation, flow and engagement for better acceptance and continued use of mobile learning technologies.

Mobile learning in higher education environmental science: state of the field and future possibilities

Authentic, place-based learning is essential for students of ecological and environmental sciences, providing connection to the discipline and building environmental literacy (O’Neil et al. 2020). In a COVID-affected world where opportunities to provide field-based learning may be limited, evaluating how mobile technologies may be used to enhance the field-based learning experiences of students is increasingly important.
 Advances in mobile technologies have seen a surge in customised applications for species identification, data collection and collation aimed at public users and citizen scientists (e.g. iNaturalist: Unger et al. 2020; eBird: Sullivan et al. 2009; FrogID: Rowley et al. 2019). With field-based learning central to ecology and environmental science disciplines, there is a clear opportunity for the expanded use of mobile tools in higher education. We evaluated recent projects through a systematic review of the use of mobile learning technologies and approaches in field-based environmental sciences within higher education over the last decade.
 Our search criteria terms encompassed mobile learning, mobile devices, teaching methods, field-based learning, undergraduate students and science disciplines and identified 1613 initial records. After removing irrelevant and duplicate records, 130 studies were identified that implemented mobile learning within science, technology, engineering and mathematics (STEM) disciplines, with engineering (32/130 studies, 24.6%), geology and geosciences (17/130, 13.1%) and natural/environmental sciences (17/130, 13.1%) the most common. Narrowing this search again to field-based studies, we identified 18 records, most of which (12/18, 66.7%) were in geology and geosciences disciplines.
 A range of mobile learning technologies were used in the field, spanning the SAMR continuum (Laurillard 2012) from the substitution of traditional field activities with species identification apps (Pfeiffer et al. 2009; Thomas and Fellowes 2017), and augmentation of field experiences with multimedia resources such as podcasts (Jarvis and Dickie 2010) and other apps and resources viewed on mobile devices (Welsh et al. 2015; France et al. 2016; Unger et al. 2018), through to the modification and reinvention of field-based learning by incorporating multimedia displays, visualisations, games and information hotspots (Habib et al. 2012; Fitzpatrick et al. 2012; Bursztyn et al. 2015), virtual field trips and augmented reality (Stokes et al. 2010; Howard 2011; Litherland and Stott 2012; Kingston et al. 2012; Bursztyn et al. 2017; Prietnall et al. 2019), and customised apps that allow student-generated content (Chang et al. 2012) such as data collection, analysis and reflection (Chatterjea 2012; Wang et al. 2016). Studies used both enterprise and custom-built tools, with most incorporating geolocation capabilities.
 Our review criteria only identified two studies in ecology disciplines, both of which utilised an existing enterprise application for species identification (Pfeiffer et al. 2009; Thomas and Fellowes 2017). There remains ample opportunity to develop collaborative mobile learning systems that use custom-built applications for field data collection and are integrated with the learning management systems, such as those in development in collaborative international projects (Bone et al. 2020). We strongly encourage the exploration of the potential for mobile learning in these contexts, and the publication of other projects that have incorporated mobile tools in ecological and environmental sciences curricula.

The readiness of nursing students for mobile learning: a cross-sectional study

Background Combining electronic learning with mobile informatics, mobile learning allows learning anytime and anywhere. Nursing education includes both theoretical and hands-on components. The use of mobile learning technologies in nursing education enables students to actively participate in the learning process, improve their cognitive and psychomotor skills, access information at any time, and meet lifelong learning needs. Aims This study aimed to investigate the readiness of nursing students for mobile learning and related sociodemographic characteristics. Methods This descriptive study included 678 nursing students studying at three different state universities. The data were collected using an identification form and the Mobile Learning Readiness Scale (MLRS). Results The study indicated that the students had a moderately high level of readiness for mobile learning. No significant relationship was found between gender and the MLRS scores (p>0.05). However, a significant relationship was found between age and the optimism sub-dimension of MLRS. Significant relationships were found between students’ mobile learning readiness and their grade level and income (p<0.01 for both). Also, significant relationships were found between students’ readiness and university they attended, except for the optimism sub-dimension (p>0.05). Conclusion In conclusion, nursing students were found to have the level of awareness and readiness required for using mobile learning technologies in educational processes. Impact Statement Determining the level of readiness of student nurses for mobile learning technologies will help nurse educators in their educational processes.

Leadership Competency Formation in Management Students Using Mobile Learning Technologies

The focus of education on world standards predetermines the need to modernize the forms, methods, and means of teaching taking into account the current level of development of Internet technologies and information communications. Mobile learning reflects the educational trends most fully as it provides continuous access to information at any time. It should be noted that the development of mobile technologies makes portable mobile devices more usable and universal. With the development of mobile technologies, the need for quick access to information and the acquisition of knowledge has increased, as well as the mobility of the population. Therefore, the search for new approaches in organizing the educational process and creating educational materials accounting for the preferences of modern students and the information society as a whole becomes especially urgent. The goal of the study is to reveal the experience of implementing mobile learning based on the example of teaching the “Fundamentals of Leadership” course. Based on an experimental study, the study of the influence of the use of mobile learning technologies on the formation of leadership competency in management students is carried out.

The use of mobile applications in language teaching: Transition from tradition to easy, fun and daily life

The learning difficulties experienced by students during COVID-19 are from boredom, lack of enthusiasm in learning, and unstable emotions, which are stimulated by the uninteresting and boring learning design. This research aims to analyze three things: the use of mobile learning in overcoming students’ difficulties in Arabic language learning, students’ attitudes in Arabic language learning, the use of mobile learning technology in transforming students’ Arabic language skills. This research used the approach of mixed-method research that is focused on collecting and analyzing data that are done in a series of studies. The respondents of this research were the eighty students from Metro Lampung High School and East Lampung High School, respectively. The research instruments were questions in Quizizz application, the questionnaire used Google Form application, and the interview was conducted through a video call. The data were analyzed using qualitative and quantitative data analysis techniques. This study resulted in findings that COVID-19 has stimulated teachers in improving the creativity in designing learning based on interesting mobile learning. The positive attitude of the students increases significantly after using mobile learning. The result of the t-test was p&amp;lt;.05, which means that the use of mobile learning can transform students’ Arabic language skills. This study concluded that interesting mobile learning technology has overcome various students’ learning difficulties. This study recommends the use of mobile learning in Arabic language learning.

Элементы мобильного обучения в высшем образовании: разработка и проведение онлайн-опросов с помощью интернет-сервиса Kahoot

The article substantiates the relevance of the use of mobile learning technologies in higher education. The essence of the concept of “mobile learning” is revealed, the advantages of using mobile learning technologies for organizing the educational process are described. The work discusses in detail the technology of mobile learning Kahoot. Kahoot is an online service for developing and conducting online surveys. It is suitable for any academic discipline and is a great substitute for buying expensive remotes for the audience feedback system.

A study of the use of mobile learning technology in Taiwan for language learning

ABSTRACT Although there have been numerous mobile learning studies, relatively few concerns the moderating impact of perceived fit on mobile learning outcomes. A total of 335 adult learners with a mobile language learning experience in Taiwan took part in this study. Partial least squares structural equation modelling (PLS-SEM) is used to determine the key factors that lead to better mobile learning performance. The results of this study show that perceived usefulness, playfulness and self-management of learning are positively linked to the intention to continue with mobile learning. The results also show that perceived flexibility and personal innovativeness have a positive impact on perceived usefulness and playfulness. It is also shown that perceived fit plays a moderating role in determining mobile learning continuance intention.

Використання мобільних технологій у процесі навчання фахівців спеціальності 193 “Геодезія та землеустрій”

The research is devoted to the problems of interactive learning as a special form of cognitive activity organization, which has very specific and predictable goals. It is noted that the characteristic feature of the last decade was active using of mobile communications means and various electronic devices. The modern mobile phone has capabilities that are not inferior to entry level PCs, and in some cases – and medium power. In particular this applies to smart phones and personal communicators (pocket personal computers with means of communication). In this regard, the use of mobile learning technologies in the educational process of training specialists in geodesy and land management needs to be generalized and systematized. The purpose of the article was to analyze the main possibilities of implementation mobile technologies in higher education, as well as the experience of their using in the training process of specialists in the field of geodesy and land management. The essence of mobile learning is presented as an interactive technology on the basis of which the higher education institutions create new learning environment where students can access educational materials at anytime and anywhere, making the learning process more attractive, democratic, comfortable and stimulates the student to self-education and lifelong learning. The technology of creation of interactive learning game with the help of free Kahoot online service is analyzed. It is noted that the possibility of mobile learning services expand the range of active learning methods and increase interactivity in studying and consolidating the educational material of land management disciplines. Implementation of online services and organization the current testing on their basis have positive affect on the study of disciplines in the professional cycle. Particular attention is paid to positive motivation in education and interest of students in the discipline, willingness to use modern information and communication technology and mobile tools for learning. Key words: Interactive learning, mobile tools, mobile learning, Google Forms mobile apps, Survey Monkey, Kahoot, Socrative, Plickers.

Effect of Text Messaging-based Psychiatric Nursing Program on Quality of Life in Veterans with Post-Traumatic Stress Disorder: A Randomized Controlled Trial

ABSTRACTBackground:Recurrent post-traumatic stress disorder (PTSD) can devastate the life of a veteran. Despite the widespread use of mobile learning technology in health care and nursing, few studies have examined its potential in PTSD patients and the effect on quality of life (QoL). The present study aimed to investigate the effect of a text messaging-based psychiatric nursing program on QoL in veterans with PTSD symptoms. Methods:A single-blinded, randomized, controlled trial was conducted at the outpatient clinic of Sadr Hospital in Tehran (Iran) from January 2014 to October 2015. A total of 98 veterans with PTSD who referred to the outpatient clinic of the hospital were initially assessed for eligibility to participate in the study. Based on the inclusion criteria, 66 veterans were recruited in the study and randomly allocated to a control group (n=33) and an intervention group (n=33). Due to the lost to follow-up, 9 participants (control=4, intervention=5) were excluded from the analysis phase. The intervention group received psychiatric support via short text messages for 6 months, whereas the control group received the routine hospital care. The self-rating scale for PTSD (SRS-PTSD) and the short form 36 (SF-36) were used to evaluate the severity of symptoms and the QoL, respectively. The results were analyzed using the SPSS software (version 18.0) with the Chi-square test, Fisher’s exact test, independent sample t test, and paired sample t test. P<0.05 was considered statistically significant. Results: A significant improvement in PTSD (P=0.001) and QoL (P=0.001) was observed in the intervention group compared to the control group. Moreover, the recurrence frequency in the intervention group was significantly lower (P=0.03). Conclusion:The text messaging-based psychiatric nursing program reduced the severity of symptoms in veterans with PTSD and improved their QoL. Trial Registration Number: IRCT2013101214983N1

EL USO DE LOS SISTEMAS DE RESPUESTA INTERACTIVA COMO HERRAMIENTA PARA FAVORECER EL APRENDIZAJE PROACTIVO EN INGENIERÍA

El desarrollo de las tecnologías de la información y la comunicación (TIC) ha permitido el surgimiento de herramientas didácticas en el campo de la educación, proporcionando herramientas prácticas para apoyar a las clases presenciales. En este contexto, los sistemas electrónicos de respuesta estudiantil pueden ser útiles para introducir un elemento tecnológico motivador en las lecciones, así como una nueva metodología. En este estudio, además del uso de los sistemas de respuesta interactiva o clickers, se ha introducido la tecnología de aprendizaje móvil mediante la elaboración de una metodología de uso de las herramientas Kahoot y Telegram en la asignatura "Fundamentos Físicos en la Ingeniería II" del Grado en Ingeniería Electrónica Industrial. El Departamento de Física Aplicada de la Universidad de Córdoba tiene una amplia experiencia en el uso de Clickers en clases teóricas con grupos grandes para diferentes grados universitarios, pero ahora el uso de tecnologías móviles de aprendizaje se ha introducido en grupos de tamaño medio para clases prácticas. Usando esta nueva metodología, los estudiantes de grupos medianos realizan un cuestionario durante la lección de resolución de problemas, donde utilizaron sus conocimientos adquiridos durante la clase. La realización del cuestionario permite a los profesores evaluar en tiempo real el nivel del estudiante y utilizar la retroalimentación para abordar los problemas iniciales y los malentendidos. Los resultados muestran que los sistemas de respuesta interactiva son altamente valorados por los estudiantes, que lo perciben como una herramienta para mejorar el aprendizaje y aumentar la competencia en el aula.

Use of mobile learning technology among final year medical students in Kenya.

IntroductionMobile phone penetration has increased exponentially over the last decade as has its application in nearly all spheres of life including health and medical education. This study aimed at assessing the use of mobile learning technology and its challenges among final year undergraduate students in the College of Health sciences, University of Nairobi.MethodsThis was a cross-sectional descriptive study conducted among final year undergraduate students at the University of Nairobi, College of Health Sciences. Self-administered, anonymous questionnaires were issued to all final year students in their lecture rooms after obtaining informed consent. Data on demographics, mobile device ownership and mobile learning technology use and its challenges was collected. Data entry and analysis was done using SPSS®. Chi-square and t-test were used for bivariate analysis.ResultsWe had 292 respondents; 62% were medical students, 16% were nursing students, 13% were pharmacy students and 9% were dental surgery students. The majority were female (59%) and the average age was 24 years. Eighty eight percent (88%) of the respondents owned a smart device and nearly all of them used it for learning. 64% of the respondents used medical mobile applications. The main challenges were lack of a smart device, lack of technical know-how in accessing or using apps, sub-optimal internet access, cost of acquiring apps and limited device memory.ConclusionMobile learning is increasingly popular among medical students and should be leveraged in promoting access and quality of medical education.

Effectiveness of Mobile Learning in the Developing of Mathematical Problems Solving Skills of Students Second Grade Average

This study aims to identify strategies that are involved in the unity of equations and inequalities for the average second grade students, through the perception of a proposed building to develop problem-solving skills in math in the unity of equations and inequalities math curriculum for Grade Average, and identify the impact of the proposed mobile learning technology to develop mathematical problem-solving skills, therefore we selected the school of (ElZekr- ElAhlya) which includes three classroom for Grade Average, two classrooms were selected at random sample, and they have been divided as a group experimental (20 students) and a control group (20 students) randomly, the result of the study was revealed that the rate of gain in skills (1.58%), this means that the use of mobile learning technology with the experimental group had an increase in efficiency in the ability of students to solve problems and build on this result the second hypothesis was accepted. The study concluded a series of recommendations including: the need to encourage the use of mobile learning technology as a means to teach mathematics, and take advantage of all technologies offered by mobile devices and suitable for educational uses including, reading e-books and applications of construction and configuration as well as social networking tools.

Mobile Medical Education (MoMEd) - how mobile information resources contribute to learning for undergraduate clinical students - a mixed methods study

BackgroundMobile technology is increasingly being used by clinicians to access up-to-date information for patient care. These offer learning opportunities in the clinical setting for medical students but the underlying pedagogic theories are not clear. A conceptual framework is needed to understand these further. Our initial questions were how the medical students used the technology, how it enabled them to learn and what theoretical underpinning supported the learning.Methods387 medical students were provided with a personal digital assistant (PDA) loaded with medical resources for the duration of their clinical studies. Outcomes were assessed by a mixed-methods triangulation approach using qualitative and quantitative analysis of surveys, focus groups and usage tracking data.ResultsLearning occurred in context with timely access to key facts and through consolidation of knowledge via repetition. The PDA was an important addition to the learning ecology rather than a replacement. Contextual factors impacted on use both positively and negatively. Barriers included concerns of interrupting the clinical interaction and of negative responses from teachers and patients. Students preferred a future involving smartphone platforms.ConclusionsThis is the first study to describe the learning ecology and pedagogic basis behind the use of mobile learning technologies in a large cohort of undergraduate medical students in the clinical environment. We have developed a model for mobile learning in the clinical setting that shows how different theories contribute to its use taking into account positive and negative contextual factors.The lessons from this study are transferable internationally, to other health care professions and to the development of similar initiatives with newer technology such as smartphones or tablet computers.