Interactive animated mobile information visualisation

The COVID-19 pandemic led to quarantines and mandatory spatial distancing; people of all ages were encouraged to use technologies instead of actual human contact as part of COVID-19 prevention. The promotion of mobile applications (apps) during the pandemic influenced mobile technology use behavior. This study explored age differences in mobile technology use during the COVID-19 pandemic. A pilot-tested survey was distributed using online survey software. Persons surveyed were 35 years of age or older, currently living in the United States of America with experience using mobile technology. Survey questions pertained to mobile technology use frequency and factors influencing the decision to use mobile technology. The nationwide response included 1212 individuals. The average age of participants is 56.12±12.26 years old (female: male = 1.24:1). Responses were categorized participants into three age groups, 35 to 49, 50 to 64, and 65 or older. Daily mobile technology use frequency increased significantly (p<0.01) for all groups during the COVID-19 pandemic, with participants 35 to 49 having a significantly higher (p<0.01) use frequency than other groups. Regarding factors influencing the decision to use mobile technology, 64.1% of respondents aged 50 to 64 identified the necessity of using this technology during the pandemic as a significant factor, and 64.0% of participants in age 65 or older reported that the availability of functions on mobile devices is critical. Overall, the COVID-19 pandemic led to a significant increase in mobile technology use with people in different age groups differentially valuing the factors that affected their user behavior.

PurposeMobile technologies have become indispensable in sales. However, there is a lack of agreement about whether mobile technology use facilitates the sales job or contributes to the salesperson’s stress and reduced job satisfaction. To address this controversy, this study aims to examine the effect of mobile technology use (smartphones, laptop computers and tablets) on salespeople’s role stress and job satisfaction.Design/methodology/approachHypotheses are tested using responses of 265 sales employees working for a broad range of industries in Spain.FindingsThis study shows that mobile technology use during working hours has a positive effect on job satisfaction through a mediating process that involves role stress. In addition, the impact of mobile technology use on role stress is strengthened by technological compatibility.Originality/valueThe current study extends previous research by moving beyond a focus on technology-centric outcomes (i.e. sales performance) to understanding broader, more psychological outcomes, namely, role stress and job satisfaction. Importantly, previous research reporting that salespeople feel “plugged in” to a device all day have not made the distinction about when the mobile device is used. One important difference in this study is that it exclusively focuses on mobile technology use during working hours.

Purpose. The article discusses the use of mobile technologies in teaching mathematics to engineering students. The relevance of the paper is due to the need to introduce new methods and means of teaching in connection with the increasing integration of mobile technologies into all areas of life, the interests and characteristics of the new, networked generation of students, the limited possibilities of using innovative methods and means of teaching mathematics due to the conduct of classes outside the computer lab.Materials and methods. The peculiarity of this study is that the integration of mobile technologies into the process of teaching mathematics is considered as a system of three components: technological, informational and social. The analysis of these components made it possible to obtain answers to research questions: where and how mobile devices should be used when studying mathematics; what mobile applications will provide the most effective learning of the discipline; how to organize the educational process using mobile technologies to increase interest and motivation in learning mathematics.Results. The main reasons for the lack of interest in studying mathematics and low motivation include the high level of abstraction of the discipline and the characteristics of the modern, networked generation of students. Analysis of scientific sources and our own observations made it possible to identify such characteristics as problems with understanding complex and long text, the ability to easily read from a small screen and process information in parallel, the choice of sound and images instead of text, the desire for short-term learning and instant results, and attitude towards mobile devices as vital items. Taking into account the interests and wishes of students, and relying on the didactic capabilities of mobile technologies, the paper proposes mobile applications for studying various topics of a mathematical course, assignment options that help increase motivation, develop group work skills and digital literacy. The importance and effectiveness of using social services for visualizing mathematical concepts and calculation schemes, as well as the WhatsApp messenger for instant messaging between students and receiving timely individual and group consultation from a lecturer, is shown. An important characteristic of the messenger is the presence of video communication.Conclusion. The analysis of scientific literature, the study of the requirements of employers and the interests of the modern, networked generation of students, indicated the need to integrate mobile technologies into the process of teaching mathematics. Working with different groups in terms of both the level of mathematical knowledge and the level of proficiency in mobile technologies made it possible to identify and outline ways to solve the main issues of using mobile technologies in teaching mathematics. With limited time to study mathematics, it is difficult for a lecturer to allocate additional time to present the capabilities and effectiveness of mobile applications. A solution to this issue may be to include a section “Mobile Technologies” in a course related to the study of information and communication technologies. It is noted that group work also contributes to a more effective study of the capabilities and techniques of working with mobile applications.

In emergency departments (EDs), triage nurses are under tremendous daily pressure to rapidly assess the acuity level of patients and log the collected information into computers. With self-service technologies, patients could complete data entry on their own, allowing nurses to focus on higher-order tasks. Kiosks are a popular working example of such self-service technologies; however, placing a sufficient number of unwieldy and fixed machines demands a spatial change in the greeting area and affects pretriage flow. Mobile technologies could offer a solution to these issues. The aim of this study was to investigate the use of mobile technologies to improve pretriage flow in EDs. The proposed stack of mobile technologies includes patient-carried smartphones and QR technology. The web address of the self-registration app is encoded into a QR code, which was posted directly outside the walk-in entrance to be seen by every ambulatory arrival. Registration is initiated immediately after patients or their proxies scan the code using their smartphones. Patients could complete data entry at any site on the way to the triage area. Upon completion, the result is saved locally on smartphones. At the triage area, the result is automatically decoded by a portable code reader and then loaded into the triage computer. This system was implemented in three busy metropolitan EDs in Shanghai, China. Both kiosks and smartphones were evaluated randomly while being used to direct pretriage patient flow. Data were collected during a 20-day period in each center. Timeliness and usability of medical students simulating ED arrivals were assessed with the After-Scenario Questionnaire. Usability was assessed by triage nurses with the Net Promoter Score (NPS). Observations made during system implementation were subject to qualitative thematic analysis. Overall, 5928 of 8575 patients performed self-registration on kiosks, and 7330 of 8532 patients checked in on their smartphones. Referring effort was significantly reduced (43.7% vs 8.8%; P<.001) and mean pretriage waiting times were significantly reduced (4.4, SD 1.7 vs 2.9, SD 1.0 minutes; P<.001) with the use of smartphones compared to kiosks. There was a significant difference in mean usability scores for "ease of task completion" (4.4, SD 1.5 vs 6.7, SD 0.7; P<.001), "satisfaction with completion time" (4.5, SD 1.4 vs 6.8, SD 0.6; P<.001), and "satisfaction with support" (4.9, SD 1.9 vs 6.6, SD 1.2; P<.001). Triage nurses provided a higher NPS after implementation of mobile self-registration compared to the use of kiosks (13.3% vs 93.3%; P<.001). A modified queueing model was identified and qualitative findings were grouped by sequential steps. This study suggests patient-carried smartphones as a useful tool for ED self-registration. With increased usability and a tailored queueing model, the proposed system is expected to minimize pretriage waiting for patients in the ED.

European youth to a large extent live with mobile media technologies in their everyday environments. At the same time, young people’s relationships with nature are central to imagining resilient futures, and these relations are often formed in cities. It is, thus, important to ask: How digital media technologies affect young people’s sensory relationships with nature in their home cities? This chapter offers novel insights into the myriad ways the use of smartphones and of digital music listening devices mediate perceptions of the urban green. For young city dwellers, mobile media technologies have become entangled with their experiences of natural areas. Technology participates in both social communication and personal mood control. The sensobiographic data of this study, produced with young people in Turku, Finland, demonstrates the multifaceted importance not only of urban forests, but also of so-called “weedy landscapes”: those green areas and rewilding margins that are less controlled by public ordering. In these sensobiographies, both seeking out green sites and the use of mobile technology are integral to the interviewees’ attunement with affective atmospheres.

Mobile technology has become a vital tool for enhancing access to information and library services, particularly in academic environments. This study examines the awareness, access, and use of mobile technology for library services in educational libraries in Udaipur, Rajasthan. Using a questionnaire-based survey, the research analyses users’ awareness levels, usage patterns, and satisfaction with mobile-based library services. The findings indicate widespread use of smartphones and mobile applications for accessing educational content and library resources, highlighting improved accessibility, convenience, and user engagement. However, the study also notes that mobile technology alone cannot fully meet users’ information needs and must be effectively integrated with existing digital library systems. The paper concludes that strategic adoption of mobile-based services can significantly strengthen library support for teaching, learning, and research.

With the development of mobile devices, people can execute many applications on their personal devices. However, many limitations of the mobile devices, e.g., CPU, memory, power supply, etc., make them impossible to be completely the same as the desktop PCs. In this paper we present an integrated management architecture for thin-client purpose called Agent and Profile Management System (APMS). The users only need to download a simple service agent to their mobile device and install it, and then the service agent will connect to the corresponding service provider send a request to the back-end server After receiving the request, the back-end server will execute appropriate processes and return a response to the mobile device. Most of the procedures are accomplished on the server side. Therefore, the workload of mobile devices is relatively low and the cost of mobile devices can be effectively reduced.

Learning on the move business students’ adaptation of virtual learning environment and mobile device technology

Smartphones and mobile applications (apps) in clinical nursing education: A student perspective

Libraries have become iPad enthusiasts on a global scale. Librarians use the mobile device in all aspects of their work, and they are an ever present part of our patrons' lives. As a result, there is a growing need for all library staff members to be familiar with the technology. This paper explains Boise State University Albertsons Library’s use of mobile technology, specifically iPads, and the internal shifts that occurred as the library made mobile devices accessible to all library employees. Attendees explored practical issues faced when implementing the “iPads for All” approach, strategies used to encourage the adoption of the technology, creative uses of the device in work situations, and other outcomes observed to date. They also had an opportunity to use iPads to participate in a mobile technology service. “The Times They Are A-Changin’” In 2006, professors at the Department of Information Studies at the University of Tampere in Finland examined the skills library employees will need in 2015. The top five skills identified included customer-orientation, networking, information acquisition skills, tolerance of uncertainty, and problem-solving (Verho, 2008, p. 7). Albertsons Library, as well as others, has found the same need for a modern workforce with these skills. Rudy Leon, Technology Training Librarian at the University of Illinois at Urbana-Champaign, noted that, “Libraries have to change to serve the changing needs of our users; that means changing staff skill sets just as much as it means changing services to meet how students learn and faculty teach” (2011, p. 4). Our students are also changing how they are approaching the university experience. In 2010, The ECAR Study of Undergraduate Students and Information Technology, found that almost 63% of the respondents owned some kind of handheld device that could access the Internet (Smith & Caruso, 2010). The 2013 version of this study found that usage of these devices had gone up. As one of the study’s participating universities, students from Boise State reported that 90% own a laptop while 75% own a smartphone. Another important finding from the 2013 study was that, “Students are ready to use their mobile devices more for academics, and they look to institutions and instructors for opportunities and encouragement to do so.” Additionally, students “still need guidance when it comes to better using it for academics” (Dalhstrom, Walker, & Dziuban, 2013). New technologies, changing patron expectations, and the erosion of the traditional higher education model are forcing libraries to reevaluate the skills needed by all staff. Mobile Technology at Albertsons Library As a dynamic and growing research institution, Boise State actively pursues creating an information and technology-rich environment. Albertsons Library, a central university service, has supported these efforts by being a campus leader in the area of mobile technology. In spring 2010, library staff recognized the importance of making content accessible anywhere and anytime and developed the first mobile web site on campus. The site provided access to the catalog, mobile technology enabled databases, library subject guides, hours of operation, and tools for locating materials within the library building. The web site was so successful, the campus web services contacted

Existing research acknowledges the proliferation of mobile devices in society, but very few studies have sought to understand the demographics of the students who actually utilize mobile technology for their learning needs. Despite the pervasiveness and attention given to m-learning, there is still a lot of unknowns about how to integrate mobile technology into learning practices. Therefore, this paper describes an exploratory survey study that examined U.S. college and university students’ responses to collect data about current mobile technology use. Novel to this study, gaining a clearer picture of mobile technology from students, educators and researchers can better apply m-learning to target desired learning behaviors and outcomes. Results suggest students have access to many mobile devices, however, they tend to be very selective in what device they choose to use for their learning. The findings indicate that their use of mobile technology is highly dependent upon the characteristics of the learning activity they are engaging in, and the subject matter. Students also reported mobile devices having a positive impact on their learning for quick, just-in-time learning activities.

The use of metaphor is essential in user interface design, particularly for the mobile landscape, as the visual environment continues to be populated with more and more mobile electronic devices. A metaphor allows us to understand one concept in terms of another. Although considerable research has gone into the mobile technology, little attention has been paid to mobile interface metaphor, which is the key to user interaction. This paper explores the role of metaphor in interfaces in facilitating user interaction with mobile devices. It presents a classification of metaphors. It also proposes a framework with salient factors in relation to visual communication with metaphors. It also offers some thoughts on the use of new metaphors.

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.

Sheabutter processing and marketing is a major traditional enterprise among women in the Northern Ghana. The use of mobile technology has increased rapidly in many developing countries including Ghana. Looking at the unique marketing and other forms of transactions among women in the shea industry, it is essential for the industry to adopt mobile technology to ensure smooth transaction and market transformation. Mobile money technology adoption and shea butter marketing among women was studied by using cross-sectional survey data from Tolon District in Northern Ghana. A total of 250 women sheabutter processors and marketers in 13 communities in the district was selected randomly in 2022. The impact of mobile money technology adoption was analyzed using the Heckman Treatment model, and revealed that the adoption of mobile money technology had positive impact on sheabutter marketing. The factors influencing mobile technology adoption were also examined using the Probit model. The study recommends that expansion of mobile technology networks, increased investment in education, provision of credit facilities to processors can improve the sheabutter business. Women processors in rural communities should be trained on how to use mobile phones to access financial services by telecommunication companies and NGOs.

In an increasingly digital era, mobile technology has become an integral part of our daily lives, permeating various aspects, including education. with their portable nature and wide range of functionalities, mobile devices offer new opportunities for learners to access information, collaborate with peers, and engage in interactive learning experiences. This article investigates university learners' experiences with mobile technology, as well as their perceived barriers to such experiences in the context of English language learning. The study employs a mixed-methods approach, comprising surveys and interviews to investigate students' practices and barriers related to using mobile technology for language learning. The quantitative stage involves a sample of 142 participants, while the qualitative stage focuses on a subset of 16 participants selected for representation and diversity. The findings show extensive reliance of students on their devices for on-campus and off-campus learning activities, including chatting with AI models, social networking, app-based learning, and watching course-related videos. Furthermore, several barriers pertaining to the device, the teacher, and the learner were identified as obstacles to the effective use of mobile technology for academic purposes. Overall, this study stresses the potential of mobile devices for language learning and offers valuable insights into how students use them. Language teachers and researchers can utilize these findings to maximize the benefits of mobile technology while mitigating its drawbacks.