Review of trends from mobile learning studies: A meta-analysis

TechTrends

This paper develops and examines a scale to capture teachers' views of the mobile pedagogies they are adopting. Mobile pedagogies refer to the practices and approaches teachers use that involve mobile technologies to support learning. A mobile technology is any portable, handheld technology that potentially supports learning and includes laptops, tablets and smartphones. This study develops a rigorous scale to capture mobile pedagogies adopted in mobile learning tasks designed by teachers. In particular, the scale focuses on measuring pedagogies related to the iPAC framework which comprises three overarching dimensions of m-learning: personalisation, authenticity and collaboration (PAC). Each dimension has a pair of subcomponents associated with it (for personalisation: agency and customisation; for authenticity: context and task; for collaboration: conversation and co-creation). The reliability and validity of a 20-item scale is assessed. A measure of overall m-learning experiences was also established and found to be significantly predicted by m-learning pedagogy. We also report on differences between teachers in m-learning practice with respect to subject area and year of schooling.

Interactive Technology and Smart Education

Purpose This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mobile learning? Design/methodology/approach The study uses data from an online survey that elicited information about how 46 teacher educator participants were using distinctive mobile pedagogical features (Personalisation, Authenticity and Collaboration) in their mobile learning practices. It uses the iPAC theoretical framework to analyse the data collected. Findings Findings indicated high self-ratings of authenticity, and positive perceptions of collaborative sharing (Collaboration construct), often involving generative tasks that required use of creative, media production mobile applications. There were weaker perceptions of personalisation and online conversation (Collaboration construct). In light of these findings, we discuss implications for teacher education and recomm...

Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing, 2017

The launch of millions of apps has made it challenging for teachers to select the most suitable educational app to support students' learning. Several evaluation frameworks have been proposed in the research literature to assist teachers in selecting the right apps for their needs. This paper presents preliminary results of an innovative technique for evaluating educational mobile apps by analysing the feedback of past app users through the lens of a mobile pedagogical perspective. We have utilized a sentiment analysis tool to assess the opinions of the app users through the lens of the criteria offered by a rigorous mobile learning pedagogical framework highlighting the learners' experience of Personalization, Authenticity and Collaboration (iPAC). The investigation has provided initial confirmation of the powerful utility of the feature based sentiment analysis technique for evaluating the mobile pedagogical affordances of learning apps.

The implementation of ubiquitous learning (u-learning) is a good opportunity to address the affordability, accessibility, and quality issues of the higher education sector that are present in many countries. However, its broad application is still limited within the instructionist paradigm. Improving its implementation performance is a challenge for researchers and practitioners. This study aimed to understand the readiness and success status of u-learning implementation in Indonesia and to assess factors influencing the status based on stakeholder perspectives. A mixed methods inquiry with the sequential nested strategy was carried out by focusing on a quantitative analysis. The findings revealed that the readiness constructs influence u-learning performance. The study may contribute, theoretically and practically, to future studies, especially u-learning implementation studies, from the perspective of a developing country.

Handbook of Research on Human Development in the Digital Age

With an awareness of the unique characteristics of an increasingly mobile world and referencing socio-material mobile learning frameworks, this chapter will provide an overview of the initial stages and growth of mobile learning. The authors also discuss university initiatives to support mobile learning, and examine the implications of mobile technologies for teaching and learning. Additionally, the chapter will introduce a case study detailing the Mobile Learning Innovation at Anderson University (SC) and highlight its impact on the teaching and learning culture on its campus.

Journal of Management and Business Education

This study applied the Academic Motivation Scale (AMS) by Vallerand et al. (1992), adapted for the Accounting and Marketing Academic Motivation Scale (AMAMS) in order to analyse who is the motivation level of Portuguese undergraduate students who were attending the Curricular Units (CUs) of Accounting and Marketing, in the beginning, and in the end of 2017/2018 academic year. This longitudinal empirical study reports motivation evolution level of students who studied Accounting and Marketing knowledge areas at two different temporal moments, with and without gamified teaching resource, during the classes. The final goal of this study is to analyse the motivation evolution with and without application of the gamified resources in the teaching process.The study included a total sample of 1923 students divided into two groups: the Gamified Group (GG) and the Control Group (CG) and with their motivations subject to evaluation prior to the beginning of classes (Moment 1 – M1) and at the ...

Lecture Notes in Computer Science

Mobile and ubiquitous technologies provide new learning experiences anytime, anywhere. In this type of learning mode, there are mechanisms that combine real scenarios with ubiquitous technologies, favoring a greater and meaningful exchange between individuals and groups through collaboration. In this sense, this study introduces an experience in the urban context supported by an u-learning environment in professional education. We used a ubiquitous learning platform called Youubi to lead an experiment at a public vocational school in Brazil. The theory of meaningful learning was used to support the interpret knowledge construction phenomena presents in the ubiquitous learning situation. It was proposed learning situations that allowed the exchange of meanings, based on the teachers' planning based on the urbanization theme of the cities. The method was based on a hybrid-qualitative and quantitative analysis of ubiquitous learning in urban context. The results indicated that the features of the U-learning environment promoted collaboration around the didactic content outside the classroom in a dynamic way, allowing collaboration and knowledge sharing among those involved, mainly strengthening existing meanings and the perception of problems in life related to the proposed content.

Education and Information Technologies

This research focuses on attitudes of novice mathematics teachers towards the use of technological tools in their teaching. The obtained results indicated that the novice teachers believed that integrating technology into their teaching facilitates their pupils' learning and understanding. We found that our participants were open to technological innovations and have adopted different types of digital tools (including Information and Communication Technology-ICT) for teaching and learning in a conscious and intelligent manner. Besides the benefits of using technology in teaching, we analysed also the difficulties the participants faced when doing so. The difficulties they indicated relate to effective lesson management and lack of technical support from school authorities. When comparing these results with those obtained from the same participants during their training, we observe that most of the barriers they had experienced as students-teachers had decreased considerably, and after 3 years of teaching, they, as novice teachers, had gained much self-confident in their ability to teach mathematics while integrating technological tools. However, their classroom management problems, especially dealing with pupil diversity, remained and had even increased. The current study raises the issue of school management support as a key factor for successful integration of up-to-date technology.

THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age

It is undeniable that people life patterns and technological developments are interrelated within a supply and demand cycle. In the education world, the emergence of the internet and mobile technologies has opened the learning boundaries through the use of mobile learning (m-learning). In Indonesia, the learning service industry has been begun to enliven the outside school education sector for almost five years ago. Even though the learning has been discussed around a decade ago, however, it is still rare studies that discuss the performance of the m-learning system based on the end-user perceptions in particular. Therefore, the study may still indispensable, especially from the perspectives of a developing nation. This paper elucidates the preliminary stage results of the above-mentioned study, including the results of the model development and its instrument testing. The DeLone and Mclean's information system (IS) success model was adopted, combined with the individual motivation and organizational culture theories, and then adapted into the processional and causal logic of the success model. Around 50 respondent data were collected online and processed and analyzed based on the outer model assessments of the PLS-SEM method using SmartPLS 3.0 to know the reliability and validity of each indicator. The result shows that two of 31 are rejected indicators. The rejections may be the revision considerations for the next study stages. Although this may be trivial for experts, the clarity of its methodological explanations may guide the novice researchers, how to develop a research model and its instrument testing.

Assessing the Role of Mobile Technologies and Distance Learning in Higher Education, 2015

This chapter reports on two studies carried out with first-year undergraduate students in Mathematics classes. The first study investigates regular use of iPads over the course of one semester. Overall, the students reported positive impressions regarding the use of iPads in their Mathematics classes. However, only 47% stated that they would join an iPad class in future semesters. The second study is a qualitative follow-up to the first to find out why the majority said they would not join an iPad class in the future. The students in the two studies could see both the value and the drawbacks that the use of iPads in their Mathematics classes would provide. The findings suggest that as supplement to instruction the use of iPads has the potential to enhance the learning process, but classes delivered using iPads only would not meet the educational requirements or expectations of the study's participants.

Journal of Computer Assisted Learning

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Advances in Science, Technology and Engineering Systems, 2020

The adoption and diffusion of mobile applications (mobile apps) has become the base of modern activities in Africa owing to the services and values that are obtained through mobile apps innovations. More emphasis has been on the development of mobile apps whereas the adoption and diffusion process as well as their predictors are ignored or given less attention. This study explores and develops a framework for the adoption and diffusion of mobile apps in Africa. A survey was conducted on the basis of the diffusion of innovation framework in five-selected African nations. A total of 1285 of the 2300 distributed questionnaires were returned, giving a response rate of 55.87%. The results indicated that many factors/predictors drive the acceptance and use of mobile apps and these factors were structured to develop a common framework for mobile apps adoption and diffusion in Africa.

Journal of Computers in Education

Our daily lives have been transformed by mobile smart devices. Due to the sudden impact of the coronavirus (Covid-19) on education, the importance of mobile devices for communicating with teachers and students has risen to a new level of prominence. The Web of Science and Scopus databases were used to conduct a systematic review of the research on mobile collaborative learning in engineering education. The purpose of this review is to ascertain the degree to which research on mobile collaborative learning has been conducted in the field of engineering education between 2010 and 2020. A total of 48 articles were reviewed to ascertain the research methodologies and area of study, as well as to provide an updated review of studies on mobile collaborative applications, particularly in the field of engineering education. Among the most significant findings is that the majority of publications make use of augmented reality and mobile application development. According to the review, the majority of studies were conducted in the fields of computer sciences, electronic engineering, and artificial intelligence.

Education Sciences

This study investigated whether subjective quality judgements on sound and picture quality across three devices (iPhone, iPad, and iPad mini) affected user preferences for learning applications. We tested 20 native Finnish-speaking users trialing generic audio clips, video clips, and two kinds of learning apps that were heavily reliant on sound. It was found that there was a main effect of the device on perceived sound quality, replicating earlier findings. However, these judgements did not impact on the users’ preferences for different devices nor on their preferences for different applications. The results are interpreted as indicating that perceived quality and affordances are less important for users in these contexts than other considerations (e.g., convenience, mobility, etc.).

Education Sciences

Mobile learning has become one of the more influential aspects in the field of educational technology given the ubiquity of modern mobile devices and proliferation of educational applications or ‘apps’ for mobile devices. Within this special issue, there are a range of studies and reviews which cover a breadth of current topics in the field, namely user motivations for using mobile learning, issues in evaluation and domain-specific considerations (e.g., use within language learning or audio-based applications). Together these studies represent the synthesis of a range of methods, approaches and applications that highlight benefits and areas of future growth of mobile technologies.

Education Sciences, 2021

Mobile learning (mLearning) is now being increasingly used in university education, with positive impacts on the motivation and predisposition of students when learning. The aim of this study was to evaluate the impact of the use of mobile applications as a learning resource in applied biomechanics, with regard to attitudinal variables (interest, motivation, applicability and learning experience) and its efficacy in the learning of general physics contents. A quasi-experimental design was proposed, with the random assignment of participants to experimental and control groups, with the post-trial measurement of a sample of 76 university students studying Applied Biomechanics, who were given an ad-hoc questionnaire in order to evaluate attitudinal aspects, as well as a test of knowledge. With regard to attitudinal aspects, higher scores were observed among the group which used the applications as learning instruments (the experimental group) when evaluating their interest in biomechan...

Information, 2020

Augmented reality (AR) is an emergent technology that overlays virtual objects into the real environment. Lately, AR is gaining prominence in education because of its increasing affordability through computers or mobile technologies. In addition, research sustaining the benefits of AR to promote student’s engagement to learn is increasing every day. However, the literature identifies lack of studies about the use of AR in education, namely, studies focused on the development of AR games designed over specific learning objectives (game-based learning). This paper presents a mobile augmented reality platform with learning purposes. The platform includes a mobile application that consists of a location-based game targeted to promote learning about the universe. Furthermore, it includes a back-office that allows teachers to introduce information about celestial bodies and also develop a set of multiple-choice questions to assess student’s learning about the subject matters they teach. T...

International Journal of Systems Applications, Engineering & Development, 2021

In the last few years, many applications for mobile devices have been developed to support learning experiences both in formal and informal contexts. One of the main limits of these applications concerns the development of learning materials suitable for mobile learning contexts. In fact, learning content must be usually prepared in advance by teachers and maintained during the whole lifespan of the application. In this paper, we present MeLOD, a mobile learning environment, which exploits the huge amount of dataset in the Linked Open Data (LOD) cloud to overcome the previous issue, and provides contextualized and continuously updated information based on students’ location. The position of the student sent by the mobile device is used to interlink Geonames DBpedia and Europeana datasets to provide information about all the interesting cultural heritage sites close to the student. Moreover, students social activities like voting and commenting are used to enhance the knowledge base ...

International Journal of Mobile and Blended Learning, 2020

The purpose of this systematic study review was to describe how researchers integrated mobile devices into outdoor science learning, assessment of those activities, and alignment of purpose, integration, and assessment. From initial 980 search results, the authors selected 45 articles based on the eligibility criteria of: (a) empirical study; (b) learning activity with science content; (c) outdoor setting; (d) mobile device integration; and (e) assessement. Researchers designed outdoor science learning activities integrated with mobile devices for the purposes of science knowledge gain, affective domain gain, and scientific inquiry. Researchers aligned components of scientific inquiry including hypothesis formation, observation, data collection and interpretation, and communication and collaboration. Conclusions describe benefits to integrating mobile devices with outdoor science learning activities by supporting scientific inquiry skill development. Alignment of purpose and assessm...

Education Sciences, 2020

Research on digital learning environments has traditionally applied either an individual perspective or a social perspective to learning. Based on a literature review, we examined to what extent individual or social perspectives determined the learning outcome variables that researchers have used as measurements in existing studies. We analyzed prototypical approaches to operationalize learning settings (individual vs. social) published in peer-reviewed journals and identified their relation to several measures of learning outcomes. We rated n = 356 articles and included n = 246 articles in the final analysis. A total of 159 studies (64.6%) used an individual learning setting, while 87 studies (35.4%) used a social learning setting. As learning outcome measures, we observed self-reports, observable behavior, learning skills, elaboration, personal initiatives, digital activity, and social interactions. The two types of learning settings differed regarding the measurement of elaborati...

Journal of Librarianship and Information Science, 2016

In recent years, with the general adoption of smartphones with computing power comparable to desktop computers, mobile applications (apps) have experienced a surge in popularity. However, there are few studies conducted about their educational use, especially in Southeast Asia. To close this research gap, this study aims to provide a current overview of mobile apps usage in higher education. Besides exploring the actual use of apps, the technology acceptance model was applied to examine (1) undergraduate students’ perceptions, which involve perceived usefulness and perceived ease of use, towards adopting mobile apps for educational purposes, and (2) their overall attitude toward such adoption. Both quantitative and qualitative methods were used to collect data from 150 undergraduate students in Business, Education, and Engineering in Hong Kong. The results show undergraduate students use mobile apps frequently to engage in learning activities related to their academic studies, with ...

Computer Applications in Engineering Education, 2016

The current learning systems typically lack the level of meta-cognitive awareness, self-directed learning, and time management skills. Most of the ontologically based learning management systems are in the proposed phase and those which are developed do not provide the necessary path guidance for proper learning. The systems available are not as adaptive from the viewpoint of the learner as required. Ontology engineering has become an important pillar for knowledge management and representation in recent years. The design, approach and implementation of ontology in elearning and m-learning systems have made them more effective. In this paper, we have proposed a system for the betterment of knowledge management and representation of associated data as compared to the previously available learning management systems. Here, we have presented the application and implementation of ontological engineering methodology in the Computer Science domain. For knowledge management, we have created a domain associated ontology which represents knowledge of a single domain. Subsequently, ontology has been created to manage a learner profile so that a learner may be aligned to a proper path of learning. The learner ontology will use the VARK learning model which classifies what kind of learning does the learner requires so that necessary resources could be provided.

Contemporary Educational Technology, 2015

The aim of this study is to explore the current use of mobile phones in a foreign language teaching context where Engish is used as the medium of instruction by prospective teachers. To this end, it presents the views of prospective English teachers on utilizing the mobile phone as an instructional tool for foreign language learning purposes in the educational and instructional setting of foreign language teaching classrooms. The study utilized a quantitative methodology. In this context, a questionnaire was developed and administered to a sample of 193 participants in an English Language Teaching (ELT) department. The data gathered through the questionnaire were processed and analyzed descriptively. Results indicate that most of the participants would prefer to use mobile phones as instructional tools in foreign language learning. The results also provided some insights as to how foreign language teachers could employ suitable approaches to make learning and teaching English meaningful and communicative. The results suggested that the participants would like to make use of mobile phones for educational purposes when they become teachers of English. It is recommended that some of technology-based language teaching activities can be implemented using mobile phones and they can be integrated into foreign language teaching curriculum.

Sustainability, 2020

Mobile phones have become widespread in the modern era. One contemporary use of mobile phones is in the education field, commonly known as M-Learning. Subsequent to the growth of M-Learning, developers of educational mobile applications need to understand what the user requirements are, and how to satisfy them. In order to measure user satisfaction while engaging with mobiles as learning tools, many models have been created using the Unified Theory of Acceptance and Use of Technology, and other models such as the Technology Acceptance Model. However, none of these has focused on the technical factors affecting the users’ intentions to use their mobile phones as learning tools. Due to technical limitations, as well as human psychology, mobile phone learning remains limited to an assistance-only function. This paper presents a review of studies that have been used to measure users’ intentions of engaging with mobile phones as learning tools. One hundred and twenty-seven papers have be...

Handbook of Mobile Teaching and Learning, 2019

This chapter discusses definitions of mobile learning and presents a synopsis of theoretical frameworks applied to mobile learning research from 2010 to 2017. Drawing upon an analytical process used in the e-learning field by Shih et al.

Journal of Physics: Conference Series, 2018

Mobile technology has introduced a new technology that can be used as teaching aids to enrich the teaching and learning process and it have become increasingly a part of education for those who study or teach at the higher learning institution and school levels. The usage mobile technology in learning which also known as mobile learning (m-learning) is one type of learning model allowing learners to obtain learning materials anywhere and anytime using mobile technologies as learning aided tool. Academics and practitioners alike are showing interest in examining its ability to support online learning. However, earlier studies have highlighted the challenges in promoting m-learning adoption. The existing m-learning literature has mainly focused on technology-related factors to examine m-learning adoption. However, few studies have investigated this topic from the users' motivation perspective and even fewer from an adult learner perspective. Therefore, this study employs the uses and delight theory to provide a better understanding of what motivates m-learning adoption in adult learners. Futher research is needed to examine the determination factors in Malaysia specifically with adequate samples. As suggestion, m-learning needs to be build in such a way to ensure the adoption of usage is higher for adult learner.

Electronics

Memorization is necessary for various fields, such as language learning in the field of education. While memorization learning is often tedious and demotivating due to requiring conscious effort, few support approaches improve memorization unconsciously with low conscious effort. In this study, we propose a method, Mindless Memorization Booster, which improves users’ memorization unconsciously by visual stimuli of modulating the visual interface. This method is based on previous findings that the modulation of perceptual stimuli arouses attention/concentration. When the user looks at the memorization target, the proposed method presents a change in visual interface (e.g., changes in memorization target size, background color, and visual icon movement) to cause a psychological phenomenon of affecting the user’s attention and concentration, aiming at enhancing the memorization unconsciously. A prototype system of the proposed method was implemented for an English vocabulary memorizati...

Journal of Computer Assisted Learning, 2019

Because the educational technology research literature is so broad, it is difficult for researchers to acquire an accurate sense of the issues and trends across the entire field. There has not been any recent effort to synthesize or critically analyse the systematic reviews in the area of educational technology. This study analysed 73 systematic literature reviews, including meta-analyses, focused on the evaluation of technology in educational contexts, in order to holistically understand the impact of learning technology use across different aspects of evaluation. Among these reviews, the most common theme examined was learning outcomes (89%), followed by affective elements (45%), behaviours (25%), technological elements (21%) and teaching/ pedagogical aspects (19%). Most of the reviews found that the use of technology improved learning outcomes and affective perceptions. Approaches involving interaction, gamification, constructivism, student-centred learning and feedback were most effective. The analysis highlighted the need for more reviews focusing on multiple aspects of learning technology evaluation, on school level education and on the use of technology in naturalistic (non-interventional) settings. Critical reflections are also cast on the methods used to conduct systematic reviews in the educational technology field.

Journal of Computing in Higher Education, 2018

As the popularity of online education continues to rise, many colleges and universities are interested in how to best deliver course content for online learners. This study explores the ways in which taking courses through an online medium impacts student engagement, utilizing data from the National Survey of Student Engagement. Data was analyzed using a series of ordinary least squares regression models, also controlling for relevant student and institutional characteristics. The results indicated numerous significant relationships between taking online courses and student engagement for both first-year students and seniors. Those students taking greater numbers of online courses were more likely to engage in quantitative reasoning. However, they were less likely to engage in collaborative learning, student-faculty interactions, and discussions with diverse others, compared to their more traditional classroom counterparts. The students with greater numbers of online courses also reported less exposure to effective teaching practices and lower quality of interactions. The relationship between these engagement indicators and the percentage of classes taken online suggests that an online environment might benefit certain types of engagement, but may also be somewhat of a deterrent to others. Institutions should consider these findings when designing online course content, and encourage faculty to contemplate ways of encouraging student engagement across a variety of delivery types.

Frontiers in Psychology, 2022

Without guidance, students typically overestimate their understanding and memory of learning materials, which can have detrimental effects on the learning process. However, most students do not receive guidance or instruction about how to study. Moreover, students are largely unaware of strategies to self-regulate their learning and study effectively. Research has shown that prompting both cognitive and metacognitive strategies is effective to support self-regulated learning (SRL). Therefore we developed a mobile application, the Ace your self-study app, to prompt both cognitive and metacognitive strategies to support learning processes. In this article a theoretical background, description of the app's features and design choices are presented. Also, data from the application in presented to give provide an idea of how the app has been used.

Education and Information Technologies, 2021

The purpose of this research is to investigate factors affecting the acceptance and use of mobile technology in learning mathematics based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model. The study group comprised of 1640 students attending different types of high schools and grade levels. The results of the study revealed both direct and indirect effects of exogenous variables on Behavioral Intention and Use Behavior in mobile technology acceptance of high school students in learning mathematics. It was also found that the theoretical model was confirmed adequately based on the regression coefficients, the significance of the regression coefficients, and the goodness of fit indices obtained from the SEM analysis. The strongest predictors of Behavioral Intention were Hedonic Motivation and Habit, respectively. Exogenous variables of the study together explained 76% of the variance in Behavioral Intention and 13% of the variance in Use Behavior.

International Journal of Information and Education Technology

The integration of technology in learning is one of the popular issues today which is an alternative to solve the problems experienced in the difficulty of achieving maximum learning goals for students. This study aims to examine the effectiveness of the application of mobile assessment in learning activities in elementary schools. This research is a quantitative study using descriptive type. The respondents of this study were elementary school students who were at the fifth-grade level. Data were collected through learning outcomes tests using mobile assessment technology. The data analysis technique used is trend analysis. Research findings indicate that there is a positive trend in student learning outcomes when using mobile assessments in learning activities. Based on the model fit, the findings show that the Quadratic Trend Model is the best model with the smallest measurement error.

Journal of Assistive Technologies, 2013

Purpose – The “Helping Autism Diagnosed Navigate and Develop Socially” (HANDS) project developed a suite of mobile apps for smartphones, which support children with Autism spectrum disorders (ASD) with social and life skills functioning – areas of ability which tend to be impaired in this population. The apps were field tested in four special schools. The purpose of this paper is to report on an exploratory investigation of the potential use of this and similar technology to support the inclusion of children with ASD in mainstream secondary schools. Design/methodology/approach – A series of technology familiarization sessions and follow up focus groups were held with children with ASD, teachers, teaching assistants and parents at three mainstream secondary schools. A thematic analysis of the focus group transcripts was undertaken. Findings – The analysis indicated common themes across schools relating to challenges and opportunities in the use of smartphones to develop social and li...

Technology, Knowledge and Learning, 2019

The purpose of this study was to discuss the influence of the use of tablets and mobile learning in post-secondary education and their impact on the emotions and affects felt by a teacher and students and on their identity constitution. Assemblage theory was the ontoepistemological perspective in which this investigation was grounded, and assemblage ethnography was the methodology used to collect data. An ethnographic account was provided based on what was observed during lessons, and was analysed using the concepts of emotions, affects and subjectivation. Findings indicated that no contradictory emotions and affects emerged as a result of the actions and interactions of components in the assemblage. There was a smooth relationship among human components, influencing the way they see each other and their roles. However, regarding human and non-human components, the affects and emotions that emerged impacted each other, causing tensions between these components.

Engineering, Technology & Applied Science Research, 2016

The rapid development of third-generation (3G) mobile technologies has led to the emergence of a new kind of learning called mobile learning (m-learning). M-learning means the use of mobile devices to access learning materials at anytime and anywhere with the aid of mobile terminals and networks. This paper explores the possibility of applying m-learning for schools in Egypt through a proposed model of acceptance factors that may affect the students’ intentions to adopt m-learning. We use the original model of Unified Theory of Acceptance and Use of Technology (UTAUT) and extended it with three new factors mobility, interactivity, and enjoyment.

Springer International Handbooks of Education, 2018

This chapter considers the challenges which need to be addressed by those researching IT in education. Evidence from the first Edition of the handbook and many meta and individual studies published since 2008 reveal changing methodological approaches to address the increasing diversity of IT in continuously changing educational contexts. These include research methods to take account of the new knowledge and knowledge representations which are accessible through dynamic, mobile, and diverse computing technologies. The discourse uses Entwistle's evaluation framework to help researchers identify the range of factors which have an impact on the quality of learning consequent to the use of educational innovations in formal and informal settings. Evidence from this review shows a shift from research involving using IT resources in formal classroom settings to research across contexts between school and home, computer-based learning devices to learning with personalized mobile devices.

Languages, 2017

The scarcity of opportunities to communicate in English in Japan proves a challenge for learners, as significant improvements in English as a Foreign Language) (EFL) listening and speaking will not materialize without consistent practice and a motivation to study. Furthermore, analysis of standardized test scores shows that university students' scores tend to decrease after their first year of study (Sumida 2015; Mikada 2016). In order to overcome these difficulties, a team of teachers at a university in Japan introduced a mobile-assisted language learning (MALL) shadowing application where students can train their ears while also practicing speaking with shadowing, a technique recognized as effective for improving speaking and listening (Kadota 2014; Hamada 2016). This paper describes the introduction of this application in general education English classes. It then considers its impact on the motivation, attitudes towards communicating orally in English, and perception of English ability of 1001 first-year university students, the majority science and engineering majors, who used it over one semester. Preliminary results of a pre-and post-intervention Likert questionnaire indicate that through this system, linguistic self-confidence, interest in English, ideal L2 self, attitudes towards communicating in the L2, and perceptions of English ability were potentially enhanced.

Applied Sciences

Blockchain technologies have received considerable attention from academia and industry due to their distinctive characteristics, such as data integrity, security, decentralization, and reliability. However, their adoption rate is still scarce, which is one of the primary reasons behind conducting studies related to users’ satisfaction and adoption. Determining what impacts the use and adoption of Blockchain technologies can efficiently address their adoption challenges. Hence, this systematic review aimed to review studies published on Blockchain technologies to offer a thorough understanding of what impacts their adoption and discuss the main challenges and opportunities across various sectors. From 902 studies collected, 30 empirical studies met the eligibility criteria and were thoroughly analyzed. The results confirmed that the technology acceptance model (TAM) and technology–organization–environment (TOE) were the most common models for studying Blockchain adoption. Apart from...

Digital Turn in Schools—Research, Policy, Practice, 2019

Education and Information Technologies, 2022

Around the world, the number of English speakers and the significance of the English language are constantly increasing. Among various technology-supported instructional styles, Mobile Learning (M-Learning) has been recognized as a promising approach to enhance students' competencies and skills in the English language. By examining previous literature, a number of reviews have been performed to investigate the role of M-learning in the English language. However, none of these studies has highlighted the trends, opportunities, and challenges identified in the most cited articles that focused solely on the English language. Therefore, to address these limitations, this study performed a review of the top 100 most cited articles, published between 2007 and 2020, indexed by the Web of Science, and addressing the English language only. The results revealed that most research in Mobile English Language Learning (M-ELL) followed an experimental design and employed a single mobile learning implementation. Additionally, the current study identified a number of research areas that require additional research attention. For example, further research is needed among students learning from home, more qualitative research is needed, and additional research is required to improve students' higher-order thinking skills. The outcomes of this study provide a reference to researchers and educators who intend to use mobile technologies in the area of language education, especially in the context of the English language.

Discourse: Studies in the Cultural Politics of Education, 2018

The 'digital imperative' of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about 'digital natives'. This focus has come at the expense of learning theory. Alongside the scholarly voices calling for education research to redress this imbalance, there is increasing interest in the role played by technology not only in epistemological learning, but also in the ways technology is an identity issue. This paper explores how membership categorisation analysis opens up ways of understanding the role of technology for contemporary learner identities. Examination of student talk makes visible the diverse ways of being an iPad-using student, challenges widely-accepted constructions of contemporary learners as generationally uniform, and contributes to a more holistic conception of learning that accounts for the role played by technology in learning identity.

International Journal of Mobile and Blended Learning

This paper examines the design and development of a mobile-mediated professional development program for primary school teachers. It explores learning design frameworks and strategies to offer effective, 24/7, anywhere-anytime PD using mobile technology. The study highlights the significance of design requirements and best practices in mobile-mediated TPD, and presents a conceptual framework incorporating various pedagogical/andragogic approaches and instructional design possibilities enabled by mobile technology. The framework is based on the integrative learning design framework (ILDF), CSAM, RASE, Keller's ARCS, and TPACK framework. The resulting framework enacts evidence-informed and theory-led models, and best practices to cater to instructional design requirements for creating meaningful mobile-based learning experiences for teachers.

British Journal of Educational Technology, 2018

He has a MSc in Pedagogy and his research interest is in human motivation, learning and mobile learning. Paul Adachi is a Banting postdoctoral fellow in the Department of Clinical and Social Psychology at the University of Rochester, USA. He conducts research on cooperation and competition in video games, aggression and human motivation.

Interactive Learning Environments, 2015

D. (in press). Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments.

International Journal of Mobile and Blended Learning

This paper discusses the possibilities of using and designing mobile technology for learning purposes coupled with learning analytics to support self-regulated learning (SRL). Being able to self-regulate one's own learning is important for academic success but is also challenging. Research has shown that without instructional support, students are often not able to effectively regulate their own learning. This is problematic for effective self-study and stands in the way of academic success. Providing instructional support for both metacognitive processes such as planning, monitoring, and reflection and cognitive processes such as learning strategies can help students to learn in a self-regulated way more optimally. Mobile learning provides opportunities to provide ‘just in time' support for both cognitive and metacognitive processes. To provide insights into how mobile learning can support SRL, this theoretical review discusses selected studies that have used mobile learnin...

Design of Technology-Enhanced Learning, 2017

Interest in delivering training, especially via innovative methods (m-learning), has received increasing attention over the past decade [12]. While many believe that there is a global market for m-learning programmes (especially using English), very few have much experience outside of their home market. Although there is considerable work on cross cultural aspects [9], there are few studies that consider how different cultural groups perceive training requirements. The current work is an exploratory study designed to investigate what Eastern participants feel are important aspects of training: communication; student support; design issues; and working with learning environments. The discussion centers on essential elements to be considered during, and for the development of, an m-learning or blended training programmes, across cultures.

Systems

Despite the growing interest in the field, the overall impact of augmented reality (AR) and virtual reality (VR) on mathematics learning remains unclear, with previous studies reporting mixed results. Moreover, to date, no systematic review has evaluated the potential of AR/VR in mathematics education, including its benefits and drawbacks for learners. To address this gap, the present systematic literature review aims to identify research trends, determine characteristics and methodologies, and explore the potential benefits and drawbacks of AR/VR technologies in mathematics learning based on existing empirical studies. In accordance with the PRISMA guidelines, we analyzed 59 peer-reviewed journal articles published in English that focused on AR/VR implementation in mathematics education. The review determined that geometry was the most widely studied topic of mathematics, with several studies focusing on the use of AR/VR to assist students with learning disabilities. The present re...

Sustainability

This article intends to investigate the effects of using a mobile app on the vocabulary learning achievement and memory of Chinese tertiary EFL learners. 108 non-English majors took part in the study. Moreover, their perceptions of the app were investigated. By analyzing data from a quasi-experiment, the results show that the experimental group (EG) learned vocabulary at an increased rate of 129.65%, while the control group (CG) did so at an increased rate of 68.4%. In addition, a significant difference was found in vocabulary learning achievement between the two groups, indicating that the app effectively improved students’ vocabulary learning. As for remembering the new words, it was discovered that retention of words declined by 11.11% in EG and 27.89% in CG, suggesting that the app was effective in preventing the EG students from rapid memory loss of the words. Among the participants, 72% held a positive attitude toward the app, and 82% expressed that they liked the app in their...

Sustainability

With the increasing popularity of mobile learning in educational settings, the use of social networking sites (SNSs) as a tool for remote learning has become increasingly prevalent. However, the negative aspects of mobile learning through SNSs have not been extensively explored by scholars. Therefore, in this paper, we aim to investigate the impact of social overload, information overload, life invasion, and privacy invasion on students’ technostress and exhaustion and the resulting reduced intention to use SNSs for mobile learning. We also aim to investigate the impact of social overload, information overload, life invasion, and privacy invasion on students’ technostress and exhaustion and the resulting reduced intention to use SNSs for mobile learning. Data were collected through an online survey from 648 voluntary participants in Jordanian universities. The SOR framework provided a theoretical foundation for understanding the impact of SNSs on mobile learning. Through this study,...

Encyclopedia of Information Science and Technology, Fourth Edition, 2018

The acronym STEM – Science, Technology, Engineering, and Mathematics has entered the agenda of educational policies. The development of mobile game-based learning has been seen as a new line of research and technological development in the field of educational technology, STEM education and game design. These fields are rather new and intrinsically multidisciplinary, making it even more exciting. There is a growing interest in Mobile Game related research, whether strictly technological or applied in social contexts. In this chapter, we thought a nice way to connect this data and depict the current scenario would be to break the subject into pieces: Game Design; Affection and Play; Mobile Learning; Games for Learning; Science and Mathematics Education; and lastly, summarizing it in the Games for STEM Education section. Our conclusions point to the fact that we are taking the first steps in a digital game development process for teaching mathematics in the school environment and the ...

Frontiers in Psychology

Previous research on e-learning in underdeveloped countries has seldom taken a comprehensive approach. A literature review of recent published research in the field of e-learning use during the COVID-19 epidemic is also included in this study. Therefore, the aim of this study is to look at the technology acceptance model (TAM) and information systems (IS) performance models to see how system quality (SYQ), service quality (SEQ), and quality of life (QoL) are related, as well as the mediating impact of perceived ease of use (PEU) and perceived usefulness (PU), affect students' behavioral intention to use (BIU), and actual use of an e-learning system (AUE) as sustainability for education during the COVID-19 pandemic. Path analysis and structural equation modeling (SEM) were used to evaluate the research model, using the data from e-learning users obtained through a survey. Participants were e-learning users from two Saudi Arabian public universities. The findings revealed that PU ...

Arab Gulf Journal of Scientific Research

PurposeThe purpose of this study is to present a training system on smart phones to develop fashion and textile concepts among the female students with severe hearing impairment and then to determine the effectiveness of the training system in developing fashion and textile concepts among the female students with severe hearing impairment.Design/methodology/approachThe analytical descriptive methodology and experimental methodology were used to examine the training system in developing fashion and textile concepts among the female students with severe hearing impairment.FindingsThe findings of this study indicate that the training system on smart phones was effective in developing fashion and textile concepts among the female students with severe hearing impairment.Research limitations/implicationsThis study has some limitations such as limited sample size, lack of control group and lack of long-term.Practical implicationsThis study provides practical implications for educators, res...

Sustainability

In recent years, mobile learning has emerged as a promising educational paradigm, revolutionizing the landscape of higher education. As the world confronts escalating environmental challenges and calls for sustainable solutions, it becomes essential to explore the potential of mobile learning to contribute to a more sustainable future. This review encompasses a comprehensive analysis of the existing literature, focusing on empirical studies, theoretical frameworks, and case studies conducted between 2002 and 2021. A substantial corpus of 981 articles were selected for in-depth examination by employing rigorous inclusion and exclusion criteria. The findings reveal that mobile learning has witnessed significant growth and diversification within higher education, with pervasive adoption across various disciplines and student populations. The identified studies present many innovative mobile learning strategies, encompassing mobile applications, gamified learning platforms, augmented re...

Journal of educational technology and online learning, 2022

• Mobile learning in K-12 grades from 2015 to 2021 is examined. • The words mobile learning, learning anywhere, K-12 grades and systematic review are prominent. • "Reporting the prerequisite tests of the analyzes used in the research", "validity and reliability studies", "reporting the effect size" and "the existence of ethical and legal permissions" criteria are also examined. Due to the widespread use of mobile technologies, their use of them in teaching processes has also increased. Within this framework, in this study, in-depth investigation of K-12 grades studies from 2015 to 2021 which were conducted on "mobile learning", and "learning anywhere" published on "Web of Science" through specific criteria. A total of 4419 studies published only in English were accessed initially. Then, other keywords related to K-12 grades within the scope of the study were also searched, and 452 publications were reached. 336 studies that did not meet the inclusion criteria were excluded, and as a result, 109 studies were identified as primary studies. In this study, apart from the basic criteria used in previous literature review studies, criteria such as "reporting the prerequisite tests of the analyses used in the research", "validity, and reliability studies", "reporting the effect size", and "the existence of ethical, and legal permissions" are also included. The study could be considered important in terms of these additional criteria, and with its purpose of trying to reveal mobile learning tendencies.

AIP Conference Proceedings, 2017

This research reports a study of student worksheet based on discovery learning on Mechanical Behavior of Materials topics under Android application (Android worksheet application) for vocational high school. The samples are Architecture class X students of SMKN 4 (a public vocational high school) in Tangerang Selatan City, province of Banten, Indonesia. We made 3 groups based on Intellectual Quotient (IQ). They are average IQ group, middle IQ group and high IQ group. The method of research is used as a quasi-experimental design with nonequivalent control group design. The technique of sampling is purposive sampling. Instruments used in this research are test instruments and nontest instruments. The test instruments are IQ test and test of student's achievement. For the test of student's achievement (pretest and posttest) we provide 25 multiple choice problems. The non-test instruments are questionnaire responses by the students and the teacher. Without IQ categorized, the result showed that there is an effect of Android worksheet application on student's achievement based on cognitive aspects of Revised Bloom's Taxonomy. However, from the IQ groups point of view, only the middle IQ group and the high IQ group showed a significant effect from the Android worksheet application on student's achievement meanwhile for the average IQ group there was no effect.

Education Sciences, 2022

Recently, there has been a substantial amount of research on smart classrooms, encompassing a number of areas, including Information and Communication Technology, Machine Learning, Sensor Networks, Cloud Computing, and Hardware. Smart classroom research has been quickly implemented to enhance education systems, resulting in higher engagement and empowerment of students, educators, and administrators. Despite decades of using emerging technology to improve teaching practices, critics often point out that methods miss adequate theoretical and technical foundations. As a result, there have been a number of conflicting reviews on different perspectives of smart classrooms. For a realistic smart classroom approach, a piecemeal implementation is insufficient. This survey contributes to the current literature by presenting a comprehensive analysis of various disciplines using a standard terminology and taxonomy. This multi-field study reveals new research possibilities and problems that mu...

Mathematics education in the digital era, 2018

This chapter describes two case examples of the use of mobile technology for mathematics. Building on the assumption that mobile learning has a positive effect on student attitudes and academic outcomes, including STEM subjects (Hsi, 2007; Wu et al., 2012) we develop a theoretical lens for future studies for 'mobile mathematics'. The two case examples describe how mobile technology could provide opportunities for 'mathematics outside the classroom'. The first example describes a dynamic Ferris wheel, the second a static cathedral. Both examples demonstrate how 'geo-location' and 'augmented reality' features allow mobile technologies to bridge formal and informal mathematics learning (Lai, Khaddage and Knezek, 2013).

Interactive Learning Environments, 2020

Today's dynamic distance learning environments offer a flexible, comfortable, and lifelong learning experience, independent of space and time. In this way, it also supports and develops existing traditional training programs. The increasing importance of knowledge, skills and learning in today's technological life cycle has led to an increase and diversification of research and applications in distance learning. Accordingly, distance learning literature has a rich content supported by a multidisciplinary background. From this point of view, it is crucial to perceive the research landscape reflecting the general themes and trends studied in the field of distance learning. This study aims at revealing the distance learning research themes and trends by analyzing the 27,735 articles of journal conducted in the last decade. The methodology of the study is based on semantic content analysis implemented by N-gram-based text categorization technique. As a result, 10 main themes are discovered, namely, "System establishment", "Media", "Assessment", "Method", "Content", "Education levels", "Learner", "Research methods", "Interaction-Communication", and "Resource-Material-Tool". In this context, the findings of the study are expected to provide significant insights to guide prospective research and practice in the field and to develop continuous improvements and standards for distance education communities.

International Journal of Environmental Research and Public Health, 2014

Attention Deficit with Hyperactivity Disorder (ADHD) is one of the most prevalent disorders within the child population today. Inattention problems can lead to greater difficulties in completing assignments, as well as problems with time management and prioritisation of tasks. This article presents an intelligent tele-therapy tool based on Serious Games for Health, aimed at the improvement of time management skills and the prioritisation of tasks. This tele-system is based on the use of decision trees within Django, a high-level Python Web framework. The technologies and techniques used were selected so as to boost user involvement and to enable the system to be easily customised. This article shows the preliminary results of the pilot-phase in an experiment performed to evaluate the use of adaptive tele-therapies within a group of typically developing children and adolescents aged between 12 and 19 years old without ADHD. To do so, we relied on the collection of parameters and the conduct of surveys for assessing time management skills, as well as measuring system usability and availability. The results of a time management survey highlighted that the users involved in the trial did not use any specific or effective time management techniques, scoring 1.98 and 2.30 out of 5 points in this area for ages under 15 and over 16 years old, respectively. The final calculations based on the usability questionnaire resulted in an average score of 78.75 out of 100. The creation of a customisable tool capable of working with different skills, in conjunction with the replication of the current study, may help to understand these users' needs, as well as boosting time management skills among teenagers with and without ADHD.

Educação & Sociedade, 2020

RESUMEN Los dispositivos digitales móviles son instrumentos de elevada difusión en la sociedad y especialmente atractivos para los jóvenes. Este trabajo analiza algunas claves del fenómeno y responde a la cuestión sobre cómo podrían utilizar los docentes algunas estrategias para mejorar su actividad. La investigación sigue un planteamiento descriptivo sobre los nuevos rasgos didácticos en una muestra de 228 aplicaciones de M-learning. Los hallazgos muestran los factores que hacen a estos recursos especialmente populares y eficaces en la construcción del conocimiento. Por otra parte, se realizan propuestas metodológicas para su uso en los niveles de educación infantil y primaria. Se destacan los aspectos de atractivo, lúdicos, visuales, inmersivos, la adaptación a cada perfil de usuario y su componente emocional.