تقييمُ تجربةِ التَّعلُّمِ الإلکترونيّ في ضوءِ مُتطلَّباتِ مُجتَمعِ المعرفةِ من وِجْهَةِ نظرِ أعضاءِ هيئةِ التدريسِ بجامعةِ الأميرةِ نورة بنت عبد الرحمن

Humanistic Buddhism has adopted more practical than theories and philosophy into our life. However, there are still weaknesses in teaching and learning Buddhism, especially in Buddhist schools in Asia and Asian American Communities. This study aims to develop mobile learning applications for humanistic Buddhism learning among young adults based on Phase 1(one) ADDIE Model, determine the behavioral acceptance and attitudes factors of mobile application to learn Humanistic Buddhism among youth. Methodology of study using ADDIE Model, finding of study indicates 28% of the respondents know the meaning of Humanistic Buddhism, 65% of the respondents were female respondents and 35% of the respondents were male, 78% of the respondents’ educational level were undergraduates. Attitude towards mobile learning, ‘I know the term of mobile learning’ 4.62 indicated that respondents had above moderate level in term of mobile learning whereas for the other item ‘I often stay focus in my mobile learning application’ 3.66 indicated that respondents had moderate level in staying focus in mobile learning applications. Mostly used application indicated that 59% of the respondents used Microsoft Team as a mobile learning application. Next, the purpose of use of mobile learning application ‘I use mobile learning applications to submit assignments’ 2.45 indicated that respondents below moderately agreed they use mobile learning applications to submit assignments. On the other hand, ‘I use mobile learning applications to participate in online classes’ 3.35 indicated that respondents moderately agreed they use mobile learning applications to participate in online classes. As for the mobile learning experiences, ‘I can access knowledge anywhere and anytime using the mobile learning applications’ 4.47 indicated that respondents below moderately agreed they can access knowledge anywhere and anytime using the mobile learning applications. The satisfaction toward mobile applications ‘rate your overall mobile learning experience’ 4.18 indicated that respondents had above moderate satisfaction on overall mobile learning experience. Apart from that, 30% of the respondents stated that connectivity to internet is poor which fits the biggest challenges of using mobile applications to learn. Hence, the goal of this study was to consider and comprehend the role of mobile learning in order to create new applications. It has given the results of an exploratory study of the knowledge of youth Buddhism toward concept of Humanistic Buddhism. This study showed that participants are open to adopting mobile learning and have a favorable view regarding it. As for future studies, it can be conducted with a sizable survey sample made up of teachers and administrators from all across the nation, as well as a variety of youth Buddhism.

The aim of this study is to examine the relationship between pre-service teachers' levels of social presence in e-learning environments and their readiness for mobile learning environments. The study was conducted with the participation of 353 pre-service teachers studying in various departments ofMersin University Faculty of Education, in the 1st and 4th year. This study is descriptive and it is also a relational study since the correlational relationship between variables is examined. The data were collected using the personal information form, the "Social Presence Scale for E-learning Environments" and the "Mobile Learning Readiness Scale" and two open-ended questions added at the end of the scale. Descriptive statistics, t-test, one-way analysis of variance (ANOVA), correlation analysis and regression analysis were performed in the analysis of quantitative data, while qualitative data were subjected to content analysis. As a result of the study, it was revealed that pre-service teachers have an indecisive attitude towards e-learning environment, communication problem is important in displaying this attitude, but e-learning environments are found useful by pre-service teachers in the learning process. In addition, it is observed that the readiness levels of the pre-service teachers for mobile learning applications are at a moderate level while the results that they consider themselves successful or sufficient in using mobile learning applications have been achieved. A significant difference was found in the social presence levels of prospective teachers in e-learning environments according to gender and year variables, no significant difference was found according to the department variable. While the readiness levels of the participants towards mobile learning show a significant difference according to the class variable, there is no significant difference in terms of gender and department variables. In the study, a significant and positive relationship was found between pre-service teachers' e-learning social presence levels and their readiness for mobile learning.

The accelerated development of new technology, particularly on mobile application has increased teacher’s responsibility as a learning facilitator. Since technology is improving, many applications keep on coming into the market to fulfill user demands. Mobile learning application is very useful in enriching the mobile learning experience of children. However, some applications fail to assist and increase children knowledge on the subject they studied. Moreover, some children are not interested in mobile applications due to issues such as poor interfaces. In this paper, some previous studies on quality attributes used to evaluate mobile learning applications were reviewed. A systematic literature review approach was employed to search previous papers and studies on usability quality attributes, particularly for mobile learning applications. The search strategy identified numerous studies on usability for mobile learning applications for children. The result showed that the top four usability quality attributes are efficiency, effectiveness; learnability and user satisfaction. The studies reviewed showed that usability evaluations were conducted during implementation phase only, and evaluation is often built as a description of the case study. This study explored the current literatures on the subject matter and stimulates further studies that will lead to improved usability and design of mobile learning applications for children.

Integrating mobile devices into educational environments has revolutionised e-learning, presenting new opportunities and challenges. This research paper aims to examine the pivotal role of mobile devices in the e-learning environment and assess the effectiveness of mobile learning applications in enhancing the educational experience. The study employs a mixed-methods approach, combining quantitative data through surveys and usage analytics with qualitative insights from interviews and focus group discussions. By analysing the perspectives of both educators and learners, the research investigates how mobile devices contribute to the flexibility and accessibility of e-learning content. Additionally, the paper evaluates the effectiveness of various mobile learning applications in promoting engagement, knowledge retention, and overall learning outcomes. It scrutinises the features that contribute to the success of these applications, such as user interface design, interactivity, and adaptability to diverse learning styles. Furthermore, the research delves into the challenges of mobile learning, including device compatibility, connectivity, and user motivation issues. Strategies to overcome these challenges and optimise the benefits of mobile learning are explored. The findings of this study are expected to provide valuable insights for educators, curriculum designers, and developers of mobile learning applications. The research aims to contribute to the ongoing discourse on the effective integration of mobile devices in e-learning environments and offer recommendations for optimising the design and implementation of mobile learning strategies. Ultimately, this exploration seeks to foster a deeper understanding of the potential of mobile devices in shaping the future of education.

In the last decade, mobile learning applications have attracted a significant amount of attention. Huge investments have been made to develop educational applications that can be implemented on mobile devices. However, mobile learning applications have some limitations, such as storage space and battery life. Cloud computing provides a new idea to solve some limitations of mobile learning applications. However, there are other limitations, like scalability, that must be solved before mobile cloud learning can become completely operational. There are two main problems with scalability. The first occurs when the application server’s performance declines due to an increase in the number of requests, which affects usability. The second is that a decrease in the number of requests makes most application servers idle and therefore wastes money. These two problems can be avoided or minimized by provisioning auto-scaling techniques that permit the acquisition and release of resources dynamically to accommodate demand. In this paper, we propose an intelligent neuro-fuzzy reinforcement learning approach to solve the scalability problem in mobile cloud learning applications, and evaluate the proposed approach against some of the existing approaches via MATLAB. The large state space and long training time required to find the optimal policy are the main problems of reinforcement learning. We use fuzzy Q-learning to solve the large state space problem by grouping similar variables in the same state; there is then no need to use large look-up tables. The use of parallel learning agents reduces the training time needed to determine optimal policies. The experimental results prove that the proposed approach is able to increase learning speed and reduce the training time needed to determine optimal policies.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that causes challenges in communication and social interaction. Since there is no single treatment for autism, autistic children need extra attention from their parents or caregivers to overcome their linguistic deficiency. Scientific studies have shown that technology-based educational methods are effective and can lead to a significant improvement, especially for autistic children. In recent years, an increasing number of mobile and multimedia applications have been developed to enhance autistic children's verbal communication, emotions, social behavior, and interaction skills. However, many of these systems are either in English or in local autistic children’s native languages. Others are designed to promote specific knowledge, i.e., emotions, or are limited in their features. This paper designs and implements a prototype for Arabic mobile application, called Aawn, to help and improve Arab autistic children's, in their own language, communication and emotions, as well as educational and organizational skills. Aawn is integrated with various supporting technologies based on the Picture Exchange Communication System (PECS) and augmented with graphical features. The system is built and developed using Android Studio and various cloud-based tools. The system can be extended by artificial intelligence (AI) technologies.

Background:The use of mobile learning applications has influenced students' digital literacy levels. The use of information technology as a learning medium, including mobile learning, can influence students' motivation to learn and make learning easier and faster. Using mobile learning applications can also increase students' digital literacy, especially in terms of connections. Research Objectives:The aims of this research are to identify the impact of using mobile learning applications on the development of students' digital literacy, assess students' abilities in using mobile learning applications, determine how the use of mobile learning applications is effective and efficient in increasing students' digital literacy, and assess the impact of using mobile learning applications on the development of digital literacy student. Method:The method used in this research is a quantitative method.This method is a way of collecting numerical data that can be tested. Data was collected through distributing questionnaires addressed to students. Furthermore, the data that has been collected from the results of distributing the questionnaire will be accessible in Excel format which can then be processed using SPSS. Results:From the research results, it can be seen thatMobile learning apps can help students learn more about digital literacy. This application can offer a variety of learning materials and information related to digital literacy, so that students can better understand and expand their knowledge. Conclusion:From this research, researchers can conclude that the impact of using mobile learning applications on the development of students' digital literacy can increase students' interest in learning, help them learn digital literacy and students' learning resilience.

Use of Information and Communication Technologies (ICT) in pedagogy and learning in higher education supports the concept of Technology Enhanced Learning (TEL). Mobile devices and applications with educational purposes are part of using online ICT and facilitate autonomous learning in education. Using mobile applications for education has significantly improved in the last few years. However, there is still a gap, in which this concept is still not widely known and frequently experienced by learners. As a part of supporting TEL in higher education and filling this gap, the department of Computer and System Sciences at Stockholm University in Sweden is planning to develop a mobile application for the SciPro system. SciPro is the computer-mediated communication platform to support enhancement of thesis quality and facilitate autonomous learning in higher education, at both Bachelor and Master levels. This study aims to investigate and evaluate learners’ perspectives about utility of mobile applications in higher education and specifically to support SciPro functionalities. Almost 95% of the respondents use mobile applications for higher education and believe in the utility of mobile applications for supporting learning in higher education. This is while there are a few respondents (less than 5%), who do not fully share this opinion. More than 70% of the respondents think that a SciPro mobile application will add value to their thesis process. Even though it may not directly affect the speed and quality of the thesis, it will increase mobility, availability, and flexibility of accessing information and resources in SciPro.KeywordsTechnology Enhanced Learning (TEL)Information and Communication Technologies (ICT)Mobile ApplicationApplicationsLearningHigher EducationThesis Process

The study provides an examination of the use of mobile applications in English language learning among EFL learners. It explores the advantages, challenges, and limitations of mobile learning applications and their effectiveness in improving language skills. The research method used to conduct the study is a review of related literature for various studies conducted on the research topic. The study is also planned to examine the effectiveness of using mobile applications for English language learning by EFL learners. Also, the best practices for integrating mobile applications into EFL classrooms and provide insights into future possibilities for mobile language learning. It is hoped that the current attempt helps enrich the previous literature in the field of Mobile Assisted Language Learning with theoretical information related to the use of Mobile learning applications in learning the English language in an EFL context

Indonesia is located in the ring of fire and frequently hit by tectonic earthquake. Education could be one of the strategic and effective efforts to reduce the earthquake risk. Therefore, there is a need to provide knowledge about the earthquake disaster mitigation, especially in elementary school, and to grow the "Safety Culture" in school. This paper focuses on how the integration of mobile learning application in elementary school could enhance the ability of disaster risk reduction especially for earthquake mitigation in Bengkulu, Indonesia. The type of research was Pre-Experimental Design with one-group pretest-posttest design. Data collection was a test of students' understanding of earthquake disaster mitigation that includes pre-disaster, disaster, and post disaster. The independent variable was learning to use mobile learning application. The dependent variable was students' understanding of earthquake disaster preparedness. The pre-test and post-test results show that the value of t (0.975) for two-tailed test on the distribution of student (t) dk is 58 and obtained t-table is 2,001 and the calculation t is -8.02; therefore, the null hypothesis is rejected. This implies that there is an influence of educational mobile application to the students for earthquake disaster mitigation. The experiment also shows that educational mobile application influences the students understanding about earthquake disaster preparedness. Thus, mobile learning application can be effective tools for earthquake education, because it displays the earthquake information in more interactive manner.

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

The study investigated how mobile phones have been used for teaching and learning purposes in higher learning institutions in Tanzania. Specifically the study assessed how mobile phones facilitated the teaching and learning process, identified the mobile phone applications used for teaching and learning, determined the types of learning activities facilitated through mobile phones and assessed the common limitations of m%lea rning in at Sokoine University of Agriculture (SUA). The study employed a survey where teaching staff and students from faculties and institutes hosting academic programmes were involved. A total of 30 teaching staff and 40 students were randomly selected and included in the study. In%depth interviews, observations and questionnaire were used for data collection. It was found that majority of the respondents used their mobile phones for teaching and learning process. It was found that most respondents reported to use traditional mobile learning applications including text messages and calls. Few respondents had smart phones with a number of m%learning applications most of them being teaching staff. These were able to create upload, download and share academic resources through their smart phones while others recorded and stored files in their phones. It was also found that among teaching staff many were not aware of the capacity of their mobile phones such that they underutilized them. Costs associated with downloading multimedia content was another constraint which limited some respondents especially students from using phones for learning purposes. More than that, users were forced to use SMART/VISA cards for buying online mobile applications of which most respondents were not aware of.

This study aims to identify the interrelations among performance expectancy, effort expectancy, enjoyment, and satisfaction in order to predict high intention to use a mobile application for educational services. To this end a mobile application was developed which includes important services for students in one place and it was tested through feedback from questionnaires. Building on complexity and configuration theory we present a conceptual model and employ fuzzy-set qualitative comparative analysis (fsQCA) to examine how performance expectancy, effort expectancy, enjoyment, and satisfaction combine in order to explain high and low intention to use mobile learning. The results indicate different configurations of the examined factors that explain user behavior, and verify the existence of asymmetric relations among them. The study is one of the first in the area evaluating a mobile learning application, and has both theoretical and practical implications towards the development, design and provision of mobile learning applications.

In recent years, there has been an explosion in the growth of mobile learning across all sectors of education. Keen interest in mobile learning has led to a proliferation of views, perspectives, and diverse activities underpinned by different learning theories. This chapter focuses on various dimensions of mobile learning, including definitions, theoretical dimensions, mobile learning applications in higher education, and future research directions. Mobile learning is still an emerging and immature field. The chapter provides broad definitions and discussions of mobile learning drawing upon existing work. By exploring the experiences and views of various researchers, the chapter reveals the opportunities and challenges involved with mobile learning.

Learning media are all things used in learning activities to convey information during the learning process. This study aims to describe the feasibility of an Android mobile learning application, describe student responses to the Android mobile learning application, and evaluate student learning outcomes towards a mobile learning application with an Android operating system. Research type Research & Development 4D model from Thiagarajan. The research method concerned only three stages, defining, designing, and developing. Material validity instrument was collected from content experts, the media, and the assessment of questions. The research output shows that the development of a mobile learning application with an Android operating system is considered very decent based on average expert validation. Mobile learning applications are considered “very good” at learning because the development that carried out can increase the interest of students in the learning process. According to the findings of the student response study, 97.53per cent of the interest in the product and the disparity in learning outcomes between the experimental group was 94.44 and the control group was 66.66 percent. Keywords: Mobile Learning, Learning Outcomes, Operating System, Android