Novel Impact Model for Mobile Learning Adoption in Higher Education

The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways.

With the rise of mobile learning platforms, it has become increasingly evident that individuals require personalized experiences that are tailored to the strengths and limitations of mobile devices. The present study explores the significant impact that personalized mobile learning environments, powered by artificial intelligence (AI), could have. This study specifically evaluates the impact of an AI-driven personalized educational platform, designed for mobile devices, on the academic achievement and educational progress of students at Mohammed VI Polytechnic University. The platform, designed for mobile devices, allows instructors to easily upload information. Learners can interact with an AI mentor through a chat interface that is seamlessly integrated into their mobile course materials. The system, constructed using cutting-edge technologies such as Langchain, Pinecone, and the LLM Model, excels at providing personalized, real-time feedback and support for learners who are frequently mobile. This study compared two groups of students. One group had access to a mobile personalized learning platform powered by AI, whereas the control group did not have access to it. We conducted a comparative analysis of mobile educational experiences, levels of engagement, and academic outcomes across these groups. In addition, qualitative feedback was gathered from educators and students to evaluate the mobile usability and effectiveness of the system. The results of our study demonstrate that the AI-driven mobile-tailored learning system significantly improves the experience of mobile learners. The increased levels of engagement, improved understanding, and superior academic achievements support our claim. This study not only supports the potential of AI-driven personalized mobile learning in higher education but also emphasizes the importance of continuous innovation to improve its usefulness and effectiveness.

Mobile learning (m-learning) is transforming higher education, reshaping traditional teaching methods with unprecedented flexibility and accessibility. This study delves into the dynamic realm of m-learning research, exploring its evolution, challenges, and future prospects through a comprehensive bibliometric analysis guided by PRISMA guidelines. By examining publications, citations, keywords, and global trends from 2007 to 2023, our research highlights the United States, Australia, and the United Kingdom as leaders in mobile learning, supported by their significant citation rates. Key themes such as mobile devices, higher education, and blended learning emerge as pivotal in shaping this educational frontier. Innovative methodologies such as augmented reality (AR), gamification, and integrating social media content and learning management systems (LMS) underscore the diverse landscape of m-learning. Beyond enhancing educational practices and student engagement, m-learning promotes interactivity, lifelong learning, and student motivation. However, challenges persist, including the need to strengthen internet infrastructure, improve content quality, foster digital literacy, and ensure privacy in digitally immersive learning environments. This study highlights the transformative power of m-learning and calls for continuous innovation to fully harness its potential in advancing global education in the digital era.

Mobile devices are becoming increasingly pervasive within the higher education student community and correspondingly mobile learning applications are increasingly popular as part of the learning process. The purpose of this study was to investigate engagement with, and effectiveness of, different avatar interface types (text, image, audio, video and cartoon) when used within a mobile learning context, and specifically, when used to teach the English language courses mandatory within Saudi degree programmes. One hundred fifty six students from Albaha University participated in this study which involved students undertaking mini lectures delivered onto their mobile devices via each of the five avatar types. The students completed pre/post questionnaires about their perceptions and experiences of mobile learning and undertook a short test to assess their performance and retention of information after the mini-lectures. Results revealed that the majority of students rated the convenience of using m-learning as being very important and showed that they possessed the required resources and underlying technical experience required to adopt m-learning. Results also showed that whilst female students preferred to learn from video or cartoon interfaces they performed best with cartoon and audio interfaces, whilst male students preferred the video interface yet performed better with the cartoon interface.

This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.

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.

Mobile learning technologies have the potential to change higher education teaching, participation and learning now and in the future. This chapter investigates contributing factors and how these are positioned and considered within higher education in Lao PDR and Cambodian universities. It investigates the cases of two university-based agriculture courses. In particular, it explores the issues under consideration by educators as they develop degree programmes that enhance flexibility and learning outcomes through the incorporation of mobile technologies. Literacies, access, barriers and participation associated with adopting mobile learning technologies in higher education in these two countries are explored from the perspectives of the student and the lecturer. The chapter considers the functional aspects of mobile learning relevant to participation and learning including dissemination and access to information and communications, enabling person-to-person connections in education and connecting and intersecting learning content with the situated contexts of the learner. Access issues and barriers to the use of the technology within programmes are considered. Key insights associated with mobile learning adoption within these universities are highlighted at each of pedagogical, technical and organisational levels.

In order to manage the demands of university studies, research suggests that university students should possess efficient self-regulated learning (SRL) skills. The use of mobile learning is believed to enhance SRL skills. Yet, despite the potential benefits of mobile learning, many first-year students encounter challenges in using mobile devices to foster self-regulated learning skills. It is against this backdrop that this study aimed to examine how first-year medical students utilisee mobile learning to foster self-regulated learning. This study employed a Explanatory Sequential Study Design , combining both quantitative and qualitative data. It used the interpretativist and pragmatic paradigms to understand how students perceive and use mobile devices for self-regulated learning. The interpretivist paradigm focused on understanding students’ perspectives, while the pragmatic paradigm aimed to identify effective ways of using mobile devices to promote self-regulated learning. Participants to this study were first-year medical students. The mixed-methods approach aimed to provide a comprehensive understanding of the research problem by collecting data through various methods. Questionnaires gathered quantitative data, while participatory observation, reflective workshops, and focus group discussions provided qualitative data. The theoretical frameworks that guide the study include the Unified Theory of Acceptance and Use of Technology model (UTAUT) (Venkatesh et al., 2003) and Vygotsky's (1978) socio-cultural theory (SCT). The study findings revealed that mobile devices were used by first year medical students to manage and control their learning, both inside and outside the classroom. Notably, significant improvements were observed in cognitive learning strategies, metacognitive self-regulation strategies and resource management learning strategies, including time management. Additionally, the study found that first-year medical students had a positive perception of mobile learning. Furthermore, mobile devices were generally perceived as enablers of self-regulated learning (SRL), providing flexibility, convenience, and access to diverse learning resources. However, distractions and interruptions posed challenges to focus and attention. To mitigate these challenges, strategies such as device management and setting boundaries were suggested. Moreover, first-year medical students expressed the need for support in developing SRL through mobile learning. Guidance in selecting effective mobile applications, opportunities for collaborative learning, and technological skill training were identified as essential forms of support. The study thus recommends integrating mobile learning into curricula to enhance self-regulated learning skills in higher education students, especially among first-year students. Higher education institutions should establish deliberate policies and initiatives for mobile learning programs, especially for first-year students. Educators should offer guidance and training on using mobile learning tools effectively, including information searching skill. However, students should be cautious about distractions from the use of mobile devices.

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.

The use of mobile learning in higher education: A systematic review

Mobile devices, such as cell phones and tablets, are increasingly playing a vital role in higher education as a medium for learning. They promote accessibility and flexibility, thereby enhancing both formal and informal learning experiences. This chapter aims to provide a reflective review of mobile learning (m-learning) based on the teaching practices of Chinese college teachers. We present a pilot investigation drawn from two cases exploring the challenges and benefits associated with integrating m-learning into higher education within a Chinese context. Additionally, the chapter discusses various aspects of m-learning and teaching, including m-learning applications with the BookRoll system, instructional methods, and current research frameworks. Overall, the chapter explores how language teachers can adapt diversified m-learning approaches to their English teaching, offering practical implications for improving the teaching–learning process and fostering continuous learning beyond the traditional classroom setting.

Through the advancement of mobile technology and their increasing affordability, mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The purpose of this mixed-methods study was to investigate how undergraduate students are using mobile devices for learning both inside and outside the classroom and how actual student use compares to faculty perceptions of student use. Faculty and student perceptions regarding the impact that the use of mobile devices would have on student learning, participation and engagement were also examined. Finally, the study explored the potential for adoption of mobile device use in the classroom. Data were collected through a survey administered to university faculty and undergraduate students and through interviews conducted with representative samples from both groups. Results suggest that faculty perceptions about student use do not match actual student use of mobile devices. While faculty believe students are primarily using mobile devices to socialize, students report that they are performing a wide variety of educational tasks. Although some instructors ban the use of mobile devices in the classroom and prefer mobile learning to remain outside the classroom, students believe that a more formal use both inside and outside the classroom could be beneficial. Students seem more ready to adopt the use of mobile devices for learning while faculty are concerned that devices may be distracting and limiting.

Aim/Purpose: The present study explores the key determinants that influence the intention of public higher education institutions in Malaysia to utilize mobile learning. Furthermore, this study investigates the correlation between these attributes and the components that affect the sustainability viability of mobile learning. Background: The proliferation of mobile devices and the impact of COVID-19 have both played a role in the exponential growth of mobile learning. Mobile learning has emerged as an essential instrument and principal approach to student education within the higher education system amidst the pandemic. Nevertheless, research concerning the sustainability of mobile learning is still in its nascent phases in the post-pandemic period. Methodology: Structural equation modeling is utilized to analyze the gathered data and validate the hypotheses in this study, which comprises an online survey of 280 undergraduate students attending public higher education institutions in Malaysia. Contribution: This mobile learning research on the sustainability of learning environments during COVID-19 adds to the educational literature. This study reconstructs the antecedent factors of three fundamental constructs of the Theory of Planned Behavior (TPB) to explain the features of mobile learning sustainability. This research provides a theoretical framework for mobile learning sustainability. Findings: Based on the empirical evidence, the intention to adopt mobile learning in Malaysian higher education institutions is notably and directly influenced by attitude, subjective norms, and perceived behavioral control. Additionally, the core constructs of TPB are significantly impacted by perceived usefulness, instructor readiness, student readiness, perceived self-efficacy, and learning autonomy. Nevertheless, in Malaysian higher education institutions, the intention to adopt mobile learning is not significantly affected by the perceived ease of use. Recommendations for Practitioners: Mobile learning providers should work on enhancing the performance of this technology to improve content appropriateness and support. Higher education administrators should improve faculty readiness to strengthen the sustainability and efficacy of mobile learning. Improving students’ self-discipline in mobile learning and their perceived preparedness and self-efficacy is critical. Recommendation for Researchers: This study provides future researchers with a comprehensive perspective on mobile learning, which should be studied regarding technology acceptance, self-perception, and external influences, as well as a holistic research framework that combines internal and external aspects to explain mobile learning adoption behavior. Furthermore, future researchers should broaden their study horizons to include other educational institutions and populations and identify disparities to encourage broader use of mobile learning. Impact on Society: COVID-19 has profoundly impacted educational quality and the achievement of sustainable development goals (SDGs). This study demonstrates how mobile learning gives a unique chance for students to continue their learning journey from the comfort of their homes, lessening the disruption caused by pandemics and contributing to the progress of excellent education globally. Future Research: Based on the findings, future research should broaden the study’s scope to include selecting students (undergraduate and postgraduate) and instructors from multiple universities in various states of Malaysia, collecting data and examining the differences between them, and providing an overall view of mobile learning adoption behaviors (intention to adopt and actual usage) from the perspective of both interactions.

The use of mobile devices in learning is increasing, allowing students to access learning resources. In the ever-growing digital era, mobile learning not only offers innovative learning alternatives but also shapes the future of education. This study provides a comprehensive bibliometric analysis of 8352 articles on mobile learning in higher education from 2002 to 2023. With the help of VOSViewer, the researcher can explore complex relationships between scientific information, gain deep insights into specific subject areas, and make decisions supported by powerful bibliometric analysis. Key findings reveal a peak in 2019 with 673 publications, and the most cited work is “Current Status, Opportunities And Challenges Of Augmented Reality In Education” by Wu et al. (2013) with 1285 citations. Prolific authors include Hwang, Huang, Ogata, and Looi. Productive sources are ACM International Conference Proceedings Series and journals like International Journal Of Mobile Learning And Organization. Institutions like National Taiwan University and countries like ChinaUnited States, and Taiwan lead in productivity. Top keywords include “mobile learning,” “e-learning,” and “students,” offering insights for future research planning

Technological advancements in mobile devices coupled with their increased use in informal and formal learning at an individual level have forced academicians to implement full-scale mobile learning in higher education. However, its full-scale implementation can be achieved if the perception and attitude towards its acceptance are studied from the viewpoint of higher education teachers. This exploratory study begins with the identification of potential determinants of mobile learning acceptance. Thereafter, Teachers Mobile Learning Acceptance Scale was developed based on the explored factors. There is no available instrument so far that encompasses important factors for determining acceptance of mobile learning by higher education teachers in ‘one go'. This instrument serves to be a comprehensive measure of teacher's acceptance of mobile learning. Two new factors ‘teacher authority and privacy' and ‘motivational factors for students' have been added. Although these factors have not been addressed in the past research, yet they play a significant role when considered from teachers' perspective. This instrument depicts a high level of content validity and reliability.