Supporting Pervasive Learning Environments: Adaptability and Context Awareness in Mobile Learning

Aim/Purpose: This study aims to analyze the cognitive load experienced by secondary school students in Biology within m-learning environments and its impact on learning performance. Background: Cognitive load has become a critical issue that schools need to address to ensure students can excel in their learning without being overwhelmed. While principles for reducing cognitive load have been extensively discussed in previous research, studies focusing on mobile learning (m-learning) for Biology among students in Malaysia remain limited. This study employed Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) to address this gap. By integrating four key principles—segmenting and pretraining, modality, redundancy, and seductive details—into m-learning tasks using the Successive Approximation Model (SAM1), this study aimed to reduce cognitive load and enhance students’ learning performance. Methodology: This study employed a quantitative approach using a randomized pre-test/post-test quasi-experimental design. Students were randomly assigned to either an intervention group (20 students) or a control group (18 students). The study was conducted over four weeks, comprising a three-week intervention period with a one-week interval. Statistical analyses, including independent t-tests, Mann-Whitney U tests, Quade ANCOVA, and Pearson correlation, were used to analyze the quantitative data. Qualitative feedback was analyzed using thematic analysis. Contribution: This study contributes by providing instructional design strategies that incorporate principles for reducing cognitive load in mobile learning for Biology. It also demonstrates how Cognitive Load Theory (CLT) and Cognitive Theory of Multimedia Learning (CTML) can be effectively integrated. By examining the cognitive load experienced by secondary school students in m-learning environments, the study offers valuable insights for designing and implementing effective instructional strategies. Identifying the factors influencing cognitive load enables educators to develop targeted interventions that enhance learning experiences and optimize performance. Findings: The study indicated that the adoption of mobile learning tasks not only significantly reduced cognitive load but also corresponded to enhanced learning performance. Participants engaging in m-learning experienced lower cognitive load, which was positively associated with superior performance in learning tasks, emphasizing the beneficial impact of mobile learning on cognitive load management and academic achievement. Recommendations for Practitioners: Educators and instructional designers are encouraged to incorporate cognitive load principles into their instructional strategies and learning material design to enhance student performance. Policymakers should consider similar strategies to reduce the cognitive load for students in educational settings to improve learning outcomes. Recommendation for Researchers: Researchers are encouraged to replicate the design elements used in this study when developing mobile or online learning materials to reduce learners’ cognitive load and enhance their performance. They should also consider expanding this research to other topics, subjects, and educational levels to provide further insights and validate the effectiveness of these design elements across different contexts. Impact on Society: The findings of this study have significant implications for society, particularly in addressing mental health and stress issues among the younger generation. By identifying strategies to manage cognitive load and reduce stress in online learning environments, the study provides valuable insights for educators, parents, and policymakers. These strategies can help mitigate the adverse effects of cognitive overload, improve learning experiences, and promote better mental well-being. Additionally, the study’s recommendations can guide the development of more effective and supportive learning environments, contributing to overall societal well-being and academic success. Future Research: Future studies could explore cognitive load beyond the intrinsic and extraneous components focused on in this study, examining additional elements within the frameworks of cognitive load theory and multimedia learning. In addition to using the cognitive load questionnaire, exploring other measurement tools could ensure a more comprehensive understanding of cognitive load. Future research might also consider enriching mobile learning tasks by diversifying subject matter and conducting longitudinal cohort studies. Such studies could provide valuable insights into memory retention over extended periods, aiding in optimizing mobile learning frameworks and enhancing educational experiences.

Recently, context aware has become a popular topic in ubiquitous computing. Most context-aware research combines embedded system devices with context-aware systems to realize a ubiquitous environment. This study proposes a Daily Exercise Context Aware Ontology Model (DEOCAM) and builds a Context Aware Exercise System (CAES), which is free of space limitation. CAES is composed of three parts: Personal Exercise Management System (PEMS), Context Aware System (CAS) and Context Sharing Network Platform (CSNP). The purpose of the system is to recognize the daily activities of users, which is helpful in exercise monitoring for health management. Our experimental results show that the system is effective and feasible for daily activity contexts recognition and moving distance computation.

Cyber-physical systems revolve around context awareness, empowering objective-oriented services, products and operations based on real data. Self-aware and self-control systems are core elements in the Industry 4.0 framework towards self-sustainable adaptive manufacturing and personalized services. This development is witnessed by the context-aware pervasive assistance to users and machines in decisions making process for optimizing product performance and economic yield. While integration of the virtual and the physical world entails smart sensors communication and complex data analytics, it relies on artificial intelligence tools to manage process operations. The objective of the article is to create awareness that systems & control community must address theoretical and practical aspects from a larger perspective. Context aware control is emerging as a natural solution to maximize the use of available sensing instrumentation and the relatively low cost data logging, i.e. an important source for extracting information, interpreting and using context information and adapt its functionality to the current context of use. This article presents a concise overview of applications where context aware systems and control methodologies are relevant in the seven societal challenges acknowledged by European policy-makers: Digital Society; Food; Health and Well-Being; Smart Resource Management; Urban Planning, Mobility Dynamics and Logistics; New Energy Demand and Delivery; and Society.

This research reviewed the publications in the Scopus database in the museum-based mobile learning field based on the technology-based learning review model from 2008 to 2019. The aim of this study was to investigate trends in the field of museum-based mobile learning from the main journals and papers, including countries and areas, participants, research methods, learning domains, the orientation of adopted sensing or location-based technologies, learning strategies, and research topics. The cluster and co-occurrence analysis methods were used to analyze the main key terms and the relationships between them. Three thematic clusters, namely strategies and media for mobile-based museum learning, personalized supports for mobile-based museum learning, and applications of mobile-based museum learning were identified. The results show that inquiry-based learning was the most adopted learning strategy for higher education, while contextual mobile learning was the most frequently employed strategy for elementary school students; such extensively adopted mobile learning strategies as peer assessment, project-based learning, video sharing, and synchronous sharing were not adopted in the studies. In addition, an important finding in the literature of the main research purpose of museum-based mobile learning research is the affective domain, followed by the influence of learner characteristics and the effects of mobile learning.

This study aims to explore the effectiveness of mobile applications in enhancing students' writing skills from teachers’ perspectives at Jazan University. The study seeks to examine the potential use of mobile applications in facilitating the development of writing skills, explore the major writing problems faced by students, and examine the use of WhatsApp and Messenger in improving the student’s writing skills. Moreover, this study will adopt a quantitative research design, and distribute questionnaires among 52 English language teachers teaching at Jazan University, and analyze the data through SPSS, and generate descriptive and inferential statistics. The expected findings of the study are to reveal positive teachers’ perceptions towards using mobile applications in improving writing skills, along with exploring the students’ specific writing problems. This study will contribute a number of messages for improving student’s writing skills in higher education through mobile-assisted learning. Introduction Education has become a new presence in the past few years due to the rapid development of mobile technologies, and many new opportunities for teachers and learners have arisen. There are activities motivating active participation as well as autonomous learning in mobile learning – m-learning, providing students’ off-campus, anytime-anywhere access to educational resources. Among the various language skills, writing is the hardest one for students to learn, especially for EFL learners. It requires not only accuracy in form, but also coherence, fluency, and originality — very difficult things for many students to do. Students in Jazan University have difficulty in acquiring good writing skills, such as limited vocabulary, weak sentences and lack of practice. Traditional classroom teaching, though important, does not always provide opportunities for regular writing practice or immediate correction. As a result, teachers are increasingly trying out innovative teaching approaches, such as technology, for enhancing students' writing. For college students, the accessibility of such sites as WhatsApp and Messenger on cell phones has also contributed to their popularity as the primary communications method. These sites turn social sites into interactive learning environments, allowing students to post their ideas, communicate in written forms, and receive immediate responses from teachers and peers. Such functions make them in addition conveniently applicable tools to help students write more effectively in informal but supportive learning environments. From the teachers' perspectives, it is crucial to find out to what extent mobile applications are effective in developing students' writing skill. The successful adoption of technology into language teaching and designing outcome-oriented instruction depends primarily on teachers. Therefore, teachers' opinions and practices will shed light on how mobile-assisted learning can be most effectively realized. For teachers’ perspectives at Jazan University, this research aims to find out whether the mobile applications are effective or not in developing students' writing skills. And more specifically, it attempts to shed light on how mobile applications influence students' writing skills, state the main difficulties students face while using the applications and examine the usefulness of WhatsApp and Messenger in improving students' writing skills.

Aims: To investigates the relationship between a supportive learning environment and the learning motivation of senior high school students at Tubod National High School in Davao Del Norte, Philippines. Study Design: The study employed a quantitative, predictive correlational design, the research explores how variations in the learning environment contribute to shifts in student motivation levels. Place and Duration of the Study: Tubod National High School in Davao Del Norte, Philippines, between September up to December 2023. Methodology: The study involved senior high school students from grades eleven to twelve. Using Slovin’s formula, the researchers selected 199 among the 378 senior high school students who rated the two adopted questionnaires. Participants were selected through stratified random sampling to ensure representation across both levels. Employing statistical treatments such as mean, standard deviation, and the Pearson Correlation Coefficient, the research analyzes the nuanced interplay between the supportive learning environment and student learning motivation. Utilizing carefully selected tools, namely the Students' Motivation Toward Science Learning (SMTSL) and Supportive Learning Environment for Expertise Development (SLEED-Q) questionnaires. Results: Findings revealed a high level of supportive learning environments and student learning motivation. In terms of significant relationship, supportive learning environment and student learning motivation of senior high school students were found to have a moderately positive correlation. Conclusion: The study examined the impact of a supportive learning environment on senior high school students' learning motivation. The findings revealed that the supportive learning environment had a high overall mean score of 4.08 (SD = 0.56), indicating that senior high school students believe their classroom provides a very supportive learning environment. Meanwhile, student learning motivation also scored high with a mean of 4.04 (SD = 0.52), suggesting that students are generally motivated to learn. Moreover, the statistical analysis showed a p-value of 0.002 and a Pearson r value of 0.526, indicating a statistically significant and moderately positive correlation between a supportive learning environment and student learning motivation. Therefore, to promote high levels of student motivation, the study emphasizes the significance of providing a supportive learning environment in the classroom.

This research will leverage off the popularity of emerging technologies with young people to identify (mobile) learning practices that produce positive experiences for students. The research will take place and be guided by a learning environment that adheres to tikanga Māori practices. The expectations and mobile learning experiences of tutors and students will be obtained; this data will then be analysed to construct a mobile learning model that adheres to the needs of students within tikanga Māori learning environments. Adaption of a tikanga based teaching and learning philosophy for the development of formal mobile learning is being used as a basis for professional development and learning design. It is anticipated that a mobile learning framework that can produce positive teaching and learning experiences will contribute to improving educational outcomes for Māori and other students.

Purpose – One of the biggest problems in the e-learning distribution process is the lack of quality content and learners' discredit in e-learning content. In order to respond to the various demands of the corporate education field appropriately, it is necessary to search for directions of new e-learning models that are out of traditional e-learning contents. The purpose of this study is to identify recent trend issues related to corporate e-learning and to suggest directions for development. Research design, data, and methodology – Based on the literature review, trend issues that should be considered important in corporate e-learning were derived. Online survey was conducted to evaluate the importance-feasibility of each issue to 13 experts on e-learning and corporate education. The contents of the questionnaire are as follows: 1) recognition of importance and feasibility of trend issues to be considered important in the future corporate education field; 2) factors to be considered in developing future e-learning contents. Results – Six trends derived from a comprehensive literature review. The most important e-learning trends for corporate education field were 'mobile learning', 'micro learning', 'blended learning', 'social learning', 'adaptive learning', ‘engaged learning'. As a result of evaluating the importance and feasibility of each issue, experts point out that 'mobile learning' and 'micro learning' should be actively considered for introduction and utilization at present. In addition, 'social learning' and 'blended learning' need to be actively considered in the near future. On the other hand, experts recognized that 'adaptive learning' and 'engaged learning' need to be prepared from a long-term perspective. Conclusions – There are two main reasons for this result. First, in corporate e-learning, it is important to 1) be able to update on time, 2) the connection with the workplace is important. Second, it requires realistic verification of the expected performance of the learning model. To be considered part of the future are as follows: First, the value and effectiveness of the new e-learning type should be studied. Seconds, e-learning contents should be developed through adopting SAM or Agile methodology. Through this process, we would be able to enhance the quality in e-learning content.

Whether online or in a classroom, learners have long suffered from a lack of interactivity, several mobile learning system provide recorded lectures, which only enhance passive learning. Thus and in order to improve interactivity and motivation into the learning process, we propose in this paper a conceptual framework to be efficiently integrated into the learning process. This framework describes the design requirements of a mobile learning environment that can deliver live broadcast of real-time classroom teaching to online student with mobile devices. It suggests five perspectives: generic mobile environment, mobile learning context, learning experience, social learning strategy and learning objectives. It also clarifies how to apply these last perspectives and build a mobile learning application efficiently.

In general, the learning process is done conventionally, where the learning process is done face to face between teachers with learners in the classroom. Teachers have a very important role in determining the quantity and quality of the implementation study. Therefore, teachers must think and plan carefully to improve learning opportunities for learners and improve the quality of teaching. Along with the development of mobile technology and communication is rapidly increasing, enabling the learning process is not only done in the classroom, but can be done anywhere and anytime. Based on the analysis of the results of observations in the class conducted by a researcher and as a teacher in the learning courses of Information Systems, found some obstacles encountered during the learning process This research is to develop an Adaptive Mobile Learning on Information Systems courses. The method used in this research is the development of research methods (research and development), which selected the design development using System Development Life Cycle model. Adaptive Mobile Learning will be validated and tested through three phases of testing are: (1) Product technical test as a software. (2) Testing of the product as a medium of learning, through expert review by a media expert, (3) Field test to evaluate the response of the students that learned Adaptive Mobile Learning. The results show that Adaptive Mobile Learning software is can present the material in the course of Information Systems. Media Adaptive Mobile Learning can be used as an alternative medium (supplement) of learning Information Systems courses. The response of students to the development and use of software for Adaptive Mobile Learning Information Systems courses is likely to very positive, which is at 67.7% very positive and 32.3% is positive.

Corporal punishment results in aggressive behaviours in students. As a result, some students leave school. Researchers believe that the issue of school dropout can be reduced by adopting different motivational techniques. Self-efficacy is one technique that can be promoted to create a caring and supportive learning environment. The issue of dropout is alarming in many Pakistani schools especially at the primary level due to the prevalence of corporal punishment and other factors. This issue prevails mostly in government schools where teachers adopt stringent steps in the teaching process. This study was specifically designed to examine the role of self-efficacy as a moderator between corporal punishment and school dropout. Many studies have explored the relations of corporal punishment with school dropout. It remains to be seen what actually moderates these relations. This study contributes to this gap in the literature by examining self-efficacy as an influencing factor. The study used a validated questionnaire to survey 300 government primary school teachers’ attitude on this issue. Results of the study indicated that corporal punishment significantly correlated with school dropout rate. Secondly, self-efficacy significantly moderates the relations between corporal punishment and school dropout. On the basis of these findings, the study concludes that teachers may reduce the issue of school dropout by creating a supportive and caring teaching and learning environment in school. Finally, the study suggests that the school administration play a key role to overcome the issue of increasing rate of school dropout by adopting rules and procedures to convince and motivate teachers to avoid corporal punishment.

This study investigates the influence of positive feedback on students’ motivation and engagement in the classroom. It explores teachers’ perspectives on how positive feedback affects students’ learning involvement and motivation. The research focuses on various aspects of feedback delivery, particularly emphasizing the nuances of positive feedback. The main objective is to determine if there is a statistically significant correlation between the provision of positive feedback during educational activities and students’ motivation levels. The study underscores the crucial role of feedback in shaping student motivation and stresses the significance of positive feedback in creating an inclusive and supportive learning environment. The research question revolves around understanding how positive feedback influences students’ motivation and involvement in the classroom. The study employs qualitative methods, including interviews and surveys, to gather teachers’ perceptions and experiences regarding positive feedback practices. The results reveal that teachers perceive positive feedback as a powerful tool for enhancing students’ motivation and engagement in learning activities. In conclusion, this research underscores the importance of incorporating positive feedback strategies in educational settings to foster a supportive and motivating learning environment for students.

Low engagement of students in learning activities has become a significant barrier to positive learning outcomes and academic progress. Therefore, it is crucial to investigate which effective classroom practices teachers can implement to enhance student engagement. One of the valuable tools teachers can use is creating a supportive classroom learning environment (SCLE). Some of the elements that can be used to create it include student cohesiveness (SC), teacher support (TS), equity (EQ), cooperation (CO), teacher autonomy support (TAS), and teacher feedback (TF). This study, therefore, examined how they contribute to student engagement in learning. The participants were 305 students from four secondary schools in Nyamagabe district, Rwanda. Data were analyzed using mean and standard deviation, Pearson correlation coefficients, and regression analyses. The findings showed that the SC, TS, CO, EQ, TF, and TAS were positively associated with BE, CE, EE, and AE. The multiple regression analyses revealed that TS, TAS, and TF significantly predicted BE, TAS, and TF predicted CE, TS, TAS, and TF predicted EE. In contrast, SC, TS, CO, and EQ predicted AE. The findings of this study prove the importance of creating SCLE in the teaching and learning process as an element necessary for all student's engagement in learning through inclusive, fair, supportive, and equitable teaching and learning. Besides, by creating a supportive learning environment, students can more interact with peers and teachers and engage actively in the teaching and learning process.

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.

While MOOCs have gained prominence in higher education, their role in fostering pedagogical and technological readiness among teachers remains underexplored. This study addresses this gap by leveraging the Technology Acceptance Model to investigate how MOOCs influence teachers’ digitally inclined attitudes and therefore professional growth. By employing a mixed-methods approach, the research explores how perceived usefulness and perceived ease of use influence participants’ behavioural intentions, the emergence and use of MOOCs in teacher education and learning practices from MOOCs. A total of (n = 144) primarily teachers, in their pre-service and in-service stage, completed the “Teaching Thinking” MOOC. Data collection involved pre- and post-course surveys, as well as open-ended questionnaires for a subset of participants. Quantitative findings revealed initial ambivalence toward MOOCs, with moderate Perceived Usefulness and Perceived Ease of Use scores, tempered by concerns over time management and platform usability. Post-course analysis showed significant improvements in participants’ perceptions, highlighting increased acceptance and acknowledgment of MOOCs’ flexibility and access to diverse resources. Qualitative insights underscored key factors driving these shifts, including instructor support, peer interactions, and self-directed learning environment. Results suggest that MOOCs foster critical skills such as time management, problem-solving, and professional engagement while contributing to participants’ self-efficacy and readiness to integrate technology into teaching practices. Challenges identified include technical barriers, lack of personalised feedback, and initial reluctance to adopt online learning. This study underscores MOOCs’ transformative potential in teacher education, emphasising the importance of tailored course design, supportive learning environments, and strategic policy initiatives to enhance engagement and outcomes.