Mobile Learning: Modelling the Influencing Factors on Mobile Devices

There has been an increase in mobile learning projects reported in scholarly conferences and publications. Our project consists of investigating the integration of mobile learning into an undergraduate Zoology module in which students undertook research projects in groups. In this paper, we report on students' adoption rate of the mobile learning option and their perceptions of its utility, with the aim of informing the design of sustainable mobile learning environments. Few students made use of the mobile learning infrastructure because existing means were preferred and mobile learning was perceived to be irrelevant for the learning task.

Mobile learning is gaining popularity as it modifies the conventional definition of teaching and learning by using portable devices. In order to cope with identified limitations of mobile learning, while maintaining its transformational potential of using mobile technology in higher education, we proposed a blended mobile learning environment. In this study, we described the mobile blended learning environment and examined its applicability in theatre arts classrooms by presenting and discussing how mobile devices were used in three blended theatre arts classes at a comprehensive university in Macau. Survey and interview data showed that though challenges exist, the fusion of the multichannel teaching approach (m-learning, blended learning, in class/online lectures) has greatly enhanced teaching and learning experiences.

Though teacher conceptions of mobile language learning might affect their own language learning and their teaching practices, this is an area seldom examined. To address this paucity of research, fifty-nine students in an MA ELT (English Language Teaching) program, the majority of whom were in-service teachers, were investigated, via an open-ended survey, as to their understanding of mobile language learning and how they undertook mobile language learning and teaching. The results revealed that over eighty percent of the students understood mobile language learning as learning at any time and in any place or as the use of mobile technologies for learning. The participants mainly used mobile devices to practice their listening, reading and vocabulary. A cross-sectional analysis demonstrated that conceptualizing mobile learning as learning at any time and in any place is linked to the practices of listening, reading and online classes, while the conception of mobile learning as using mobile technologies is primarily associated with learning vocabulary, which indicates that conceptions of mobile learning are connected to learning practices. In terms of teaching, the participants reported mobile devices offered the most assistance via enhancing teaching effects, offering richer resources, helping with assigning homework, and communication with parents and students. The findings contribute to our understanding of teacher conceptions of mobile language learning and their teaching practices, which bear significant implications for mobile pedagogy and teacher education.

The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students‘ views. With the mobile learning environment developed in the study, the students are able to follow a teleconference application realized by using appropriate mobile devices. The study was carried out with 8 post-graduate students enrolled in Karadeniz Technical University (KTU), Department of Computer Education and Instructional Technologies (CEIT), Graduate School of Natural and Applied Science. The students utilized this teleconference application using mobile devices supporting internet access and Adobe Flash technology. Of the 8 students, 4 accessed the system using EDGE technology and 4 used wireless internet technology. At the end of the application, the audio and display were delayed by 4-5 seconds with EDGE technology, and were delayed by 7-8 seconds with wireless internet technology. Based on the students‘ views, it was concluded that the environment had some deficiencies in terms of quality, especially in terms of the screen resolution. Despite this, the students reported that this environment could provide more flexibility in terms of space and time when compared to other simultaneous distance education applications. Although the environment enables interaction, in particular, the problem of resolution caused by screen size is a disadvantage for the system. When this mobile learning application is compared to conventional education environments, it was found that mobile learning does have a role in helping the students overcome the problems of participating in learning activities caused by time and space constraints.

With the popularity of the Internet, the progressively extend of the wireless network and the enhance of the mobile devices technology. Let everyone can catch the information convenient and unlimited. For this reason, the concept of mobile learning (M-learning) has produced that combines the both meanings of digital information and mobile. In this study, the mobile learning will be as the way of innovation instruction, combine with the characteristics of E-learning and mobile technology together, and use the mobile devices and wireless network which can break the limitation of time and space to learning anywhere and all the time, all in all, it can interactive between teachers and peers instantly This study aims to understand when the mobile learning implements in the school, the planning of executive team, teachers’ instruction design and students’ learning efficiency has changed or not. And it aims to analysis the students who has experimented by mobile learning to evaluate their performance has changed or not. By showing this example can let other schools reference this result to implement the mobile learning experiment and instruction design. 1.When the School is promoting the project of mobile learning, the planning of executive team need to considerate of the integration of three aspects among people, things, and objects to be division of specialization. 2.The mobile learning has the characteristics of mobility, convenience, immediate and the other, so, it not only changes the mode of teacher’s teaching, but also innovatives the methods of instruction . 3.According to the needs of teaching, combined with many varieties of suitable APPs,it makes the teaching become more meaningful. 4.After the students receive the project of mobile learning, altough their learning interests and learning attitude have improved greatly, their learning efficiency has no differences significantly.

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

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.

Mobile devices are more powerful and portable nowadays with plenty of useful tools for assisting people handle daily life. Mobile technology and quick response (QR) codes have great potential to improve teaching and learning because mobile technologies enable learning across multiple contexts, through social and content interactions. Aim of the study: The aim of the study was to evaluate effect of using mobile device with quick response code on the academic performance amongst pediatric nursing students. Design: A quasi-experimental research design was used to conduct the study. Settings: This study was carried out in clinical pediatric laboratory skills for third year students and teaching hall of Faculty of Nursing / Benha University. Sample: A purposive sample 180 pediatric nursing students from third year, pediatric nursing department regardless their characteristics, the students randomly selected by a systematic random sample and divided into two identical groups (90 student as a study group) and (90 as a control group). Tools of data collection: Four tools consist of three parts, Tool (1): A structured interviewing questionnaire: to gather data in relation to characteristics of the study subjects, pediatric nursing student’s knowledge regarding mobile learning. Tool (2): Likert scale: attitude scale toward mobile learning: To assess the pediatric nursing student’s attitude toward mobile web quick response code. Tool (3): An observational checklist sheet; It was developed by the researchers in the light of relevant literature reviewto assess pediatric nursing students in clinical pediatric nursing skills. Results: The results showed that, that there was a highly statistically significant difference in knowledge, attitude and practice score for the studied student regarding mobile learning between study and control at post training as compared to preof training implementation (P=<0.001).Conclusion: the study was concluded that, the pediatric nursing students gain a satisfactory knowledge, practice skills and attitude toward the mobile learning. Recommendations: The nursing staff should be create specific strategies for using mobile web quick response code technology such as guidelines for taking pictures and videos during lectures or clinical practices.

With the rapid development of information technology, the integration of network information technology and English curriculum fundamentally changed the nature of English teaching.At the same time, the English class teaching mode changed.It transformed from traditional classroom to modern English class under the network environment.Since then, with the innovation of mobile technology, the teaching location was no longer restricted.The change of the teaching mode had impacts on the teaching concept, teaching method and so on various aspects.T his paper briefly outlines the requirements of college English teaching and the technology of mobile communications, combing the practical application and advantages of English teaching model based on mobile Internet environment.It also points out the basic theory basis that required by the construction of English teaching mode under the mobile Internet environment and its realistic reserve conditions.

A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students

Learners consume video-based learning content on various mobile devices due to their mobility and accessibility. However, most video-based learning content is originally designed for desktop without consideration of constraints in mobile learning environments. We focus on readability and visibility problems caused by visual design elements such as text and images on varying screen sizes. To reveal design issues of current content, we examined mobile learning adequacy of content with 681 video frames from 108 video lectures. The content analysis revealed a distribution and guideline compliance rate of visual design elements. We also conducted semi-structured interviews with six video production engineers to investigate current practices and challenges in content design for mobile devices. Based on the interview results, we present a prototype that supports a guideline-based design of video learning content. Our findings can inform engineers and design tool makers on the challenges of editing mobile video-based learning content for accessible and adaptive design across devices.

Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle

The use of mobile phone technologies in the education sector is getting more attention nowadays. This is due to the advancement of technologies equipped in majority of the mobile phones which makes the devices become more capable of supporting the learning and teaching activities. Mobile learning (m-learning) is a learning tool which can be run on mobile devices. Mobile System Analysis and Design (MOSAD) has been developed with the content of a topic from the System Analysis and Design (SAD) course conducted at Universiti Teknologi PETRONAS (UTP). This paper presents the results of the testings conducted for MOSAD application. A heuristic test involving 5 experts in the area of Human Computer Interaction (HCI) was conducted after the first version of MOSAD was completed to strengthen its functionality and usability. Then, Post Test Quasi Experimental Design (QED) was conducted to 116 UTP second year students who took the SAD course to test the effectiveness and usability of MOSAD after it has been revised. The results show that the students who had used MOSAD (66 out of the 116 students) as their revision tool for answering ten quiz questions performed better the other group of students (50 out of the 116 students) who used traditional methods of revision. The usability test was adopted from Purdue Usability Testing tested on consistency, learnability, flexibility, minimal action and minimal memory load of MOSAD. Both results indicate that MOSAD is effective and usable as a revision tool for the higher education students.

In successful mobile learning (ML) integration, factors associated with live-ware, software, and infrastructure are important. The main objective of this study is to investigate and model the influencing factors for learners and teachers at once to adopt ML in higher education. The proposed model consists of five impact factors: teacher, learner, mobile devices, ML tools, ML contents, communication technologies, and higher education institutes. Then the proposed model was implemented using a modified Moodle mobile application and evaluated using 60 teachers and 60 learners attached to the University of Kelaniya, Sri Lanka in 2021. According to the experimental research design approach, the proposed impact model was assessed as pre-test and post-test surveys using seven questionnaires. According to the Pearson correlation coefficient test, the most significant factor for learners and teachers to adopt ML is the mobile device. Learning content and communication technology were elected as the second most significant adoption factors for teachers and learners consecutively. However, higher correlation values were obtained for all factors denoting that they are greatly influenced the participant to adopt ML. The significant influencing factor of each impact factor was also investigated. In conclusion, it was recommended that featured smart devices, quality learning content, user-satisfied communication technology, academic enriched ML tools and higher education institutes with sound educational facilities are crucial for the university community to adopt ML in higher education. These findings help design academic community acceptable ML environments for higher education context.

Currently, we realize how ubiquitous cell phones, smartphones, tablets and notebooks are in the school environment. We then have the challenge of listing concepts and approaches brought by Mobile Learning that can enhance the teaching process. Mobile Learning is conceptualized in the acquisition of knowledge and information from mobile devices, anywhere, anytime, resulting in a change in behavior. Thus, we address the following guiding question that guides this work: How can Mobile Learning contribute to the formation of the mathematics teacher about the study of functions? Thus, this dissertation has the general objective of analyzing the contributions of Mobile Learning in the formation of Mathematics teachers, considering the content of functions in scientific-academic productions (dissertations) published in the period from 2014 to 2018, in the database of the Coordination for Improvement Higher Education Personnel (CAPES). Therefore, as specific objectives, it is proposed: (1) to identify the contributions that mobile learning brings to teacher education; (2) specify the contributions of the use of mobile devices in the process of teaching functions; (3) understand the common basic high school curriculum related to the job proposal; (4) investigate the contributions, as well as the difficulties encountered in the teacher training process; (5) prospecting teacher training in relation to Mobile Learning through the educational product; and (6) validating the educational product through study, reflection and interaction with the teachers surveyed. The methodology used was the State of the Art, which deals with an investigation in which the researcher proposes to discuss and analyze the accumulated production of a certain area of knowledge. Thus, using keywords such as Mobile Learning, functions, teacher training, mobile and cellular technologies in the CAPES database, we selected 8 dissertations that were in synergy with our research proposal. We built three guiding axes that provided a basis for data analysis, they are: