Contemporary Challenges and Solutions for Mobile and Multimedia Technologies

The current explosion in mobile computing and telecommunications technologies holds the potential to transform "everyday" time and space, as well as changes to the rhythms of social institutions. Sociologists are only just beginning to explore what the notion of "mobility" might mean when mediated through computing and communications technologies, and so far, the sociological treatment has been largely theoretical. This article seeks instead to explore how a number of dimensions of time and space are being newly reconstructed through the use of mobile communications technologies in everyday life. The article draws on long-term ethnographic research entitled "The Socio-Technical Shaping of Mobile Multimedia Personal Communications," conducted at the University of Surrey. This research has involved ethnographic fieldwork conducted in a variety of locales and with a number of groups. This research is used here as a resource to explore how mobile communications technologies mediate time in relation to mobile spaces. First the paper offers a review and critique of some of the major sociological approaches to understanding time and space. This review entails a discussion of how social practices and institutions are maintained and/or transformed via mobile technologies. Ethnographic data is used to explore emerging mobile temporalities. Three interconnected domains in mobile time are proposed: rhythms of mobile use, rhythms of mobile use in everyday life, and rhythms of mobility and institutional change. The article argues that while these mobile temporalities are emerging, and offer new ways of acting in and perceiving time and space, the practical construction of mobile time in everyday life remains firmly connected to well-established time-based social practices, whether these be institutional (such as clock time, "work time") or subjective (such as "family time").

Convergence is a term that has been gaining increasing attention across the globe. Conceptually situated between technological and socio-cultural domains – as has been intensely debated between the technological and social determinists since the birth of computer mediated communication (CMC) – mobile culture is no exception. It is powered by inter-operable and multi-functional mobile telecommunication technologies, which are also becoming increasingly high functional especially via fixed-mobile convergence, interconnecting fixed and wireless broadband networks. Wide diffusion and convergence of digital communication technologies – wired and wireless – in recent years have resulted in the emergence of two key paradigmatic convergences: between technology and sociality, and between productivity and play. I will first elucidate these convergences; I will then discuss cultural characteristics of specific East Asian cultures, focusing on South Korea, China, and Japan.

The use of digital technologies in modern educational environments is an urgent requirement. This article aims to study mobile technologies as an effective mechanism for supporting and developing inclusive learning in higher education institutions. To achieve this goal, the article employs methods of scientific content analysis of literature and comparison, which allow for identifying the positive aspects of integrating mobile technologies into inclusive education and the difficulties that exist on this path. The study results indicate a need to utilize both traditional and specialized technologies in the modern higher education landscape. The analysis reveals that traditional technologies supporting inclusion primarily include applications for organizing learning, mobile communication technologies, and applications for creating specialized learning content, including multimedia and virtual technologies for individuals with special educational needs. Among the specialized tools for supporting inclusive learning are apps that enhance vision and hearing. This category also includes mobile applications that support lectures through various subtitle options. The study found that such mobile technologies improve knowledge acquisition and enhance the efficiency of the learning process. It concludes that these applications contribute to greater student integration, reduce social isolation, develop social skills, and increase self-confidence.

Along with fusion of mobile communication technologies and computer technology, mobile learning was produced as a new type of learning technique and method. Mobile Learning has become another very important complement to the traditional ways of learning after digital-learning. The development of the third generation mobile communication technology 3G provides a more adequate technical basis for mobile learning. How full and effective use of the third generation mobile communication technology to assist any kind of teaching and learning become an important research part of mobile learning. This article describes the 3G-based mobile learning project, where mobile device is used for educational activities. The main perspective in this article is in teacher training. We present strategies how mobile technology was used in teacher training and exerted the advantages of 3G mobile phones. The goal of these innovative pilot projects is to create flexible teaching solutions, which will enable the accessing of information with all kinds of devices, and to support learning in a variety of situations.

Over the last decade or so, remarkable developments in computer technology have given a major impetus to research in the field of multimedia. With the proliferation of the Internet and the increasingly widespread use of sophisticated computers, the multimedia revolution has arrived in India as well. It is therefore time to take stock of the situation: to evaluate how existing techniques can be used in the Indian context and to determine what new methods have to be developed. This paper summarizes the current state of multimedia technology in India and points to directions for further work. As more and more people in India begin to use computers and the Internet, multimedia capabilities will start playing a vital role in solving problems in many different areas. Education is probably one of the most important areas where multimedia technology can have a major impact. Already, multimedia educational systems are being developed in Indian languages. Several interactive encyclopaedia-like environments are also being marketed on CD-ROMs, and cover topics ranging from Indian classical music to Indian history, using text, images and sound. Some of the other possible applications of multimedia technology are: the development of digital libraries, news and information dissemination services, medicine, business and commerce, and the entertainment industry. Multimedia information technology is thus poised to become an exciting area for research and development activities in India.

Recent advances in mobile technology, mobile networks and mobile computing introduced new capabilities, functionality, and applications for software systems on mobile devices. On the other hand, those sounding achievements generated reasonable concerns regarding applications of traditional software engineering methodology (concepts, methods, tools, models, programming styles) to mobile software systems. Requirements of highly mobile users, limited computing power of mobile devices, security issues in mobile Web and networks, and various types of mobile communication technology stimulate a growth of emerging area - software engineering of mobile software systems, or mobile software engineering (MSE). Faculty and graduate students at the Department of Computer Science and Information Systems at Bradley University (Peoria, Il, USA) are involved into collaborative “student-faculty” research, design and development project aimed at design and development of pioneering MSE curriculum. This project is aimed at 1) research of MSE-focused programming methodologies, 2) analysis models in MSE, 3) design and development models in MSE, including architectural models, information models, functional models, interaction models, navigation models, graphic user interface (GUI) hierarchical models, 4) analysis of integrated development environments (IDEs) for various mobile platforms (Android, Windows Phone, etc.), 5) testing strategies and techniques for mobile software systems, 6) mobile software quality management, 7) security issues of mobile software systems, and 8) MSE-focused implementation methods. This paper focuses on main MSE topics in Mobile Computing curriculum.

Adaptive and mobile learning technologies are leading innovation in personalized and blended learning for language education at tertiary level. However, the growth of adaptive and mobile resources is not matched by sufficient research on their effective implementation in university language courses. In this chapter, we present a study conducted in Italian beginners units at the University of Western Australia in 2017 (credit-bearing undergraduate courses). These units were redesigned to integrate adaptive and mobile learning resources for automated and personalized language practice. We describe and discuss qualitative and quantitative data on students’ engagement with the adaptive platform, their evaluation of skill practice on the platform, and the use of mobile devices to access the platform. Our results show that adaptive and mobile technologies have great potential to enhance the student learning experience, but also that, at present, various issues limit the implementation of these resources. We offer recommendations to address these issues.

The use of mobile devices for learning can broaden the scope of higher education and enable it to reach students better. This study aimed to analyze the integration of pre-service teachers in mobile learning technology for teaching. The population for this study consisted of all pre-service teachers in the metropolis. The Proportional Sampling technique selected 150 respondents based on their estimated population using the Israeli Model. The data collection instrument was an adapted questionnaire. Descriptive and inferential statistics were used to answer research questions and test the proposed hypothesis with product and service solution statistics (SPSS) version 20.0 at a significance level of 0.05. The findings show that pre-service teachers integrate mobile technology for learning at Ilorin university. There are no significant differences in pre-service teacher technology integration for mobile learning by gender. The study concludes that pre-service teachers can improve learning if appropriate mobile technologies are used for learning. Therefore, it is suggested that Pre-service teachers apply mobile technology for learning regardless of their gender.

Mobile-assisted language learning (MALL) research trends and patterns through bibliometric analysis: Empowering language learners through ubiquitous educational technologies

During recent years, the use of mobile devices has been increased with the big evolution of wireless communications and technologies. In the field of education, mobile technologies can have a great influence on learning. Mobile learning (m-learning) is a new technology which enables learners to acquire learning materials anywhere and at any time using mobile and internet technologies. However, learner mobility implies a permanent change of context. So, the adoption of context-awareness in mobile learning has become a crucial topic in this area.

Purpose The widespread use of mobile devices raises concerns about their negative effects on users’ well-being but also presents business opportunities. To harness this phenomenon effectively, understanding various aspects of user engagement is essential. This study aims to develop and empirically evaluate a conceptual framework for examining user engagement in mobile technology. Design/methodology/approach This study explores user engagement with mobile technology. The authors developed a conceptual model and collected data through an online survey, focusing on engagement with mobile apps, services and devices. The authors analyzed the data to identify factors influencing each aspect of the mobile engagement. Findings The findings suggest that engaging mobile apps should be visually appealing, novel, reliable and enjoyable. Mobile services engage users when they are easily accessible and adaptable to diverse needs. These results emphasize the importance of dissecting mobile technology engagement into app, service and device engagement for a deeper understanding of their impacts. Originality/value This study underscores the significance of comprehensively understanding user engagement in mobile technology. By delineating engagement dimensions and their determinants, it offers insights for businesses to optimize strategies in leveraging mobile user behavior. This structured approach enhances theoretical understanding and has practical implications for designing user-centric mobile technology solutions.

The incredibly rapid development of information technology and the pandemic, which began in 2019, led to the transition to distance learning and made the problem of modernizing of the education system relevant. Modernization in Ukraine is taking place, among other things, in the development of mobile learning, which, thanks to such a global phenomenon as the Internet, makes it possible to use it in higher education. The article is devoted to determining the features of the use of mobile learning in foreign language teaching. The advantages of using electronic mobile technologies in the educational process are indicated. Possibilities of application of mobile devices in the course of preparation of experts of various specialties are revealed. The aim of the study is to explore the possibility of using mobile learning technologies for students to learn different specialties of one of the basic language skills, namely listening. The objectives of the study are the analysis of modern forms, methods and means of teaching a foreign language using, their selection and experimental verification of the effectiveness of their use. The object of research is the process of teaching a foreign language to students of non-philological specialties. The analysis, generalization and systematization of research on the problem of learning a foreign language in higher education through multimedia tools, experimental implementation of multimedia technologies, including mobile learning, in the process of learning a foreign language for professional purposes. The results of the study will be summarized to write recommendations for the implementation of mobile foreign language learning for future professionals. It is pointed out that the motivation of students to learn a foreign language in distance learning increases significantly due to the individualization of learning, which takes place with the help of mobile technologies. It has been established that mobile technologies can be recognized as the main means of learning that allow students to use them as a means of accessing educational materials contained on the Internet, anytime and anywhere. Key words: foreign language, learning technologies, mobile learning, podcasts, listening

This paper is focused on the specification of future generations of wireless mobile communication networks. The paper throws light on the evolution and development of various generations of mobile wireless technology along with their significance and advantages of one over the other. 5G technologies will change the way most high-bandwidth users access their phones. With 5G people will experience a level of call volume and data transmission never experienced before. 5G technology is offering the services in different fields like Documentation, supporting electronic transactions (e-Payments, e-transactions) etc. As the customer becomes more and more aware of the mobile phone technology, he or she will look for a decent package all together, including all the advanced features a cellular phone can have. The 5G design is based on user-centric mobile environment with many wireless and mobile technologies on the ground. WWWW that is World Wide Wireless Web allows complete wireless communication with almost no limitation, Multi-Media Newspapers, watch TV programs with the clarity as to that of an HD TV.

Nowadays the interest in integrating mobile applications into the learning process increases rapidly, so we need such teaching methods to facilitate and accelerate the knowledge transfer to students, intensify the process of learning, teach them techniques for independent work with the material, increase the productivity of learning and teacher's work. Such teaching methods can be implemented through the use of mobile information technology in education. Mobile technology can make the learning process more interesting, meeting today's requirements, providing the right information at the right time. The article considers the concept of «mobile learning», analyzes the features and directions of its use in modern education. It is noted that the use of mobile electronic devices and applications in higher mathematics allows checking quickly the solution, to draw the chart in a few minutes as well as to apply them to distance learning, which greatly facilitates and accelerates knowledge, increases students' productivity and independent work. Despite the widespread use and availability of mobile phones among students, mobile learning is not widespread in native universities. The article defines didactic principles to which mobile applications should correspond, and also the attention is paid to the basic advantages and disadvantages of the mobile applications use in the learning process of higher mathematics.

BackgroundThe application of mobile computing and communication technology is rapidly expanding in the fields of health care and public health. This systematic review will summarise the evidence for the effectiveness of mobile technology interventions for improving health and health service outcomes (M-health) around the world.FindingsTo be included in the review interventions must aim to improve or promote health or health service use and quality, employing any mobile computing and communication technology. This includes: (1) interventions designed to improve diagnosis, investigation, treatment, monitoring and management of disease; (2) interventions to deliver treatment or disease management programmes to patients, health promotion interventions, and interventions designed to improve treatment compliance; and (3) interventions to improve health care processes e.g. appointment attendance, result notification, vaccination reminders.A comprehensive, electronic search strategy will be used to identify controlled studies, published since 1990, and indexed in MEDLINE, EMBASE, PsycINFO, Global Health, Web of Science, the Cochrane Library, or the UK NHS Health Technology Assessment database. The search strategy will include terms (and synonyms) for the following mobile electronic devices (MEDs) and a range of compatible media: mobile phone; personal digital assistant (PDA); handheld computer (e.g. tablet PC); PDA phone (e.g. BlackBerry, Palm Pilot); Smartphone; enterprise digital assistant; portable media player (i.e. MP3 or MP4 player); handheld video game console. No terms for health or health service outcomes will be included, to ensure that all applications of mobile technology in public health and health services are identified. Bibliographies of primary studies and review articles meeting the inclusion criteria will be searched manually to identify further eligible studies. Data on objective and self-reported outcomes and study quality will be independently extracted by two review authors. Where there are sufficient numbers of similar interventions, we will calculate and report pooled risk ratios or standardised mean differences using meta-analysis.DiscussionThis systematic review will provide recommendations on the use of mobile computing and communication technology in health care and public health and will guide future work on intervention development and primary research in this field.