The Mediating and Moderating Roles of Mobile Device Use on the e-Learning Outcomes

Mobile devices’ popularity, particularly tablets and smartphones, has increased over the last years as a result of their versatility and multifunctionality. That consequently led to a wide daily use by everyone and especially among young people. Since 2010 the sales market for mobile devices has not stopped growing. This is justified by the fact that these devices present many advantages, namely usability, portability, versatility, adaptability and an ability to customize individual experiences. In the context of the teaching-learning process, mobile devices allow overcoming the temporal and physical boundaries of the classroom, since information is omnipresent and no longer limited to a specific time and place for learning, thus promoting the mLearning. In this way it is important to analyze the use of mLearning, particularly the acceptance rate and uses of mobile technologies devices in higher education Portuguese institutions. In order to answering this issue, this paper analyzes the evolution and trends in the use of mobile technologies in higher education institutions in Portugal (North region) between 2009/2010 and 2014/2015.

This paper focuses on employees' e-learning processes during online job training. A new categorization of self-regulated learning strategies, that is, personal versus social learning strategies, is proposed, and measurement scales are developed. The new measures were tested using data collected from employees in a large company. Our approach provides context-relevant insights into online training providers and employees themselves. The results suggest that learners adopt different self-regulated learning strategies resulting in different e-learning outcomes. Furthermore, the use of self-regulated learning strategies is influenced by individual factors such as virtual competence and goal orientation, and job and contextual factors such as intellectual demand and cooperative norms. The findings can (1) help e-learners obtain better learning outcomes through their active use of varied learning strategies, (2) provide useful information for organizations that are currently using or plan to use e-learning for training, and (3) inform software designers to integrate self-regulated learning strategy support in e-learning system design and development.

Students face challenges in literacy and autonomy in distance learning, particularly due to the lack of faculty control over their participation, which impacts their academic performance. This research aims to analyze the impact of multimedia use, online interaction, and cognitive engagement on students' learning outcomes in Indonesia during the COVID-19 pandemic. Using the ex post facto method, data were collected from 588 students through multistage random sampling techniques and analyzed using Measurement Model Assessment and Structural Equation Modeling. The research results show that the use of multimedia in learning, active interaction between students and lecturers, as well as a clear learning orientation, enhance students' cognitive engagement, which ultimately contributes to improved academic performance. Better interactions, such as discussions with lecturers and peers, as well as the use of data analysis tools, have been proven to enhance the effectiveness of learning. In addition, the use of multimedia in delivering materials and reviewing learning also has a positive impact on students' understanding. This study contributes by identifying effective online learning strategies, including the use of the Zoom platform and multimedia tools, to enhance student engagement and learning outcomes.

A new wave of students is coming to universities equipped with personal mobile devices such as smartphones, mobile phones and lightweight tablets (Cochrane, Antonczak, Keegan, & Narayan, 2014; Tal & Kurtz, 2015). A large scale survey conducted by Dahlstrom and Bichsel (2014) indicated that mobile devices ownership among university students continue to rise, with many owning a smartphone, and more than half of the students owning a tablet.

Learning management systems (LMSs) that incorporate hypermedia Smart Tutoring Systems and personalized student feedback can increase self-regulated learning (SRL), motivation, and effective learning. These systems are studied with the following aims: (1) to verify whether the use of LMS with hypermedia Smart Tutoring Systems improves student learning outcomes; (2) to verify whether the learning outcomes will be grouped into performance clusters (Satisfactory, Good, and Excellent); and (3) to verify whether those clusters will group together the different learning outcomes assessed in four different evaluation procedures. Use of the LMS with hypermedia Smart Tutoring Systems was studied among students of Health Sciences, all of whom had similar test results in the use of metacognitive skills. It explained 38% of the variance in student learning outcomes in the evaluation procedures. Likewise, three clusters that grouped the learning outcomes in relation to the variable ‘Use of an LMS with hypermedia Smart Tutoring Systems vs. No use’ explained 60.4% of the variance. Each cluster grouped the learning outcomes in the different evaluation procedures. In conclusion, LMS with hypermedia Smart Tutoring Systems in Moodle increased the effectiveness of student learning outcomes, above all in the individual quiz-type tests. It also facilitated personalized learning and respect for the individual pace of student-learning. Hence, modules for the analysis of supervised, unsupervised and multivariate learning should be incorporated into the Moodle platform to provide teaching tools that will undoubtedly contribute to improvements in student learning outcomes.HIGHLIGHTS -Learning management systems (LMS) that incorporate hypermedia Smart Tutoring Systems and personalized student feedback can increase self-regulated learning (SRL).-Learning management systems with hypermedia Smart Tutoring Systems increased the effectiveness of student learning outcome.-The use of an LMS with hypermedia Smart Tutoring Systems vs. No use’ explained 60.4% of the variance in student learning outcome.

BackgroundParents’ use of mobile technologies may interfere with important parent-child interactions that are critical to healthy child development. This phenomenon is known as technoference. However, little is known about the population-wide awareness of this problem and the acceptability of artificial intelligence (AI)–based tools that help with mitigating technoference.ObjectiveThis study aims to assess parents’ awareness of technoference and its harms, the acceptability of AI tools for mitigating technoference, and how each of these constructs vary across sociodemographic factors.MethodsWe administered a web-based survey to a nationally representative sample of parents of children aged ≤5 years. Parents’ perceptions that their own technology use had risen to potentially problematic levels in general, their perceptions of their own parenting technoference, and the degree to which they found AI tools for mitigating technoference acceptable were assessed by using adaptations of previously validated scales. Multiple regression and mediation analyses were used to assess the relationships between these scales and each of the 6 sociodemographic factors (parent age, sex, language, ethnicity, educational attainment, and family income).ResultsOf the 305 respondents, 280 provided data that met the established standards for analysis. Parents reported that a mean of 3.03 devices (SD 2.07) interfered daily in their interactions with their child. Almost two-thirds of the parents agreed with the statements “I am worried about the impact of my mobile electronic device use on my child” and “Using a computer-assisted coach while caring for my child would help me notice more quickly when my device use is interfering with my caregiving” (187/281, 66.5% and 184/282, 65.1%, respectively). Younger age, Hispanic ethnicity, and Spanish language spoken at home were associated with increased technoference awareness. Compared to parents’ perceived technoference and sociodemographic factors, parents’ perceptions of their own problematic technology use was the factor that was most associated with the acceptance of AI tools.ConclusionsParents reported high levels of mobile device use and technoference around their youngest children. Most parents across a wide sociodemographic spectrum, especially younger parents, found the use of AI tools to help mitigate technoference during parent-child daily interaction acceptable and useful.

This study aims to examine the effectiveness of the application of the Group Investigation cooperative learning model in optimizing student motivation and learning outcomes on ratio material, as well as analyzing its contribution to mathematical reasoning skills. This study used a quantitative approach with a pre-test and post-test design involving 20 junior high school students in grade VII. Data were obtained through mathematical reasoning ability test, motivation questionnaire, and analysis of students' learning outcomes. The results showed an increase in the mean score from pre-test to post-test by -6.50 (p = 0.001) which reflects more uniform student learning outcomes. Regression analysis showed a very strong relationship between the independent variable (mathematical reasoning) and the dependent variable (motivation and learning outcomes) with an R value of 0.929 and R2 of 86.4%, indicating that motivation and learning outcomes explained most of the variation in reasoning ability. Specifically, the contribution of mathematical reasoning (X) to student learning outcomes (Y2) was 38.94% while the contribution of motivation (Y1) to mathematical reasoning reached 45.83%. In addition, regression analysis shows that motivation has a significant influence on mathematical reasoning ability, while learning outcomes have a positive but statistically insignificant influence. This finding indicates that the Group Investigation cooperative learning model is not only effective in improving student learning outcomes, but also has an important role in strengthening mathematical reasoning skills through increased motivation. Therefore, cooperative learning strategies that emphasize increased motivation need to be applied in mathematics learning to optimize students' analytical thinking skills.

This research was carried out at the Indonesian Private Vocational High School Building in Class XI Computer Network Engineering where the learning outcomes of students for the material for Business Opportunities for Goods and Services Products online in the subjects of Creative Products and Entrepreneurship were low. This study aims to increase student motivation and learning outcomes in the subjects of Creative Products and Entrepreneurship Class XI TKJ during the Covid 19 pandemic with a distance learning model (Online learning). The results of observations made turned out to be in the process of distance learning and face-to-face encounters with many obstacles and problems, especially for students, it is not easy in this distance learning to provide an understanding of the material presented / given to students through the google classroom application platform and very low meet rooms. resulting in very low student learning outcomes. The research method used in this distance learning uses the google classroom application platform with the research subjects of class XI TKJ students. Data collection techniques using evaluation in the form of knowledge assessment (google form) and LKPD. The data analysis method is descriptive. The results obtained from this study the application of problem based learning using video media can increase students' motivation and learning outcomes in the subjects of creative products and entrepreneurship. This is evident from the results obtained at first that only 38.46% of students mastered the material, in the first cycle it reached 65.38% of students who completed and in the second cycle it reached 80.76% of students who completed. The conclusion obtained from this study is that the application of problem based learning using video can increase students' motivation and learning outcomes in the subjects of creative products and entrepreneurship

This study aims to analyze the connection between self-regulated learning and students’ chemistry outcomes by large and by gender. The study used correlational technique with a quantitative methodology. Sampling was done using random sampling technique. The quantity of exploration tests was 408 student respondents comprising of 159 males and 249 females. The data collection technique was carried out by using a questionnaire adapted from the Motivated Strategies for Learning Questioner (MSLQ) and documentation study. Data were analyzed using the Spearman Rank correlation analysis technique. The results was obtained that the correlation coefficient in general was 0.272. Meanwhile, the correlation coefficient value based on gender was 0.248 for male students and 0.284 for female students. This shows that there was a positive relationship between self-regulated learning with student chemistry learning outcomes and female students have a higher self-regulated learning relationship with chemistry learning outcomes than male students.

This research was the result of research entitled Learning Physics in senior high school by Using the Cooperative Model Type STAD (Study: at SMAN 1 Tapen Bondowoso). The purpose of this research was to know the effect of using STAD on students' motivation in learning physic and to know wheter or not there was an effect of using STAD on the result of students' learning outcome in learning physic at senior high school. The population of nthis research was the tenth grade students of SMAN 1 Tapen Bondowoso. The design of this research was quasi experimental research post test only control design. The data was collected through students' motivation and students' learning outcomes by using questionnaire, observation, interviews and documentation. Based on the statistical results, it was known that the meann score of students' nmotivation and learning outcome in experimental class was better than the students' in the control class. It can be concluded that there was an effect nof using cooperative learning model STAD on the students' motivation and learning outcome in learning physics at SMAN 1 Tapen Bondowoso. n Keywords : cooperatif type STAD model, students' motivation, student's learning outcome

Situation during the Covid-19 pandemic in Indonesia has made online learning one of the main solutions for student education. Students need digital literacy to support the achievement of 21st century competencies and learning outcomes in online learning. The purpose of this study was to analyze the correlation between digital literacy and 21st century skills, namely communication skills and collaboration skills, as well as student learning outcomes in the classroom. A structural equation model was created to clearly describe the correlation between these variables. The sample consisted of 89 students from one of the universities in Indonesia who were asked to fill out a questionnaire designed to access digital literacy, communication skills, and collaboration skills, while learning outcomes data were obtained from tests. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher the digital literacy of students, the higher the communication skills, collaboration skills, and student learning outcomes. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher the digital literacy of students, the higher the communication skills, collaboration skills, and student learning outcomes. The results show that digital literacy is positively and significantly correlated with learning outcomes, communication skills, and collaboration skills. This finding provides an explanation that the higher digital literacy of students, the higher communication skills, collaboration skills, and student learning outcomes.

Efforts to prevent the development of the spread of Covid-19 in the education unit environment are the shift from face to face learning to distance learning by using online media. Online learning is one of the efforts to build and create active learning based on information and communication technology to support government programs in preparing students to become a generation that is ready to welcome the industrial revolution 4.0 era in 21st century learning. For online learning to run effectively and provide good learning outcomes optimal motivation is needed for students to study and discuss the material independently. This study aims to examine the relationship between achievement motivation and student learning outcomes and describe student responses in the implementation of online learning during the Covid-19 period. The form of research uses mixed methods with commensurate status, namely using a qualitative descriptive approach and a quantitative approach. A qualitative descriptive approach is used to describe student responses to online learning. While the quantitative approach is used to examine the relationship between achievement motivation and student learning outcomes. The research sample is 4th semester students in the even period of the 2020/2021 academic year totaling 99 students. Sampling using cluster random sampling technique. Data collection techniques using indirect communication techniques and measurement techniques. Data collection tools are achievement motivation scale, response questionnaire and learning outcomes test. Testing the research hypothesis, used the Kendall Tau test. The results showed that (a) There were 95.5% of students liked Google Meet; 53.7% liked WhatsApp; 28.4 liked email; 10.4 liked Google Classroom; 9.9% liked Edmodo and 0.9% liked You Tube; (b) Most of the students’ responses to the online learning process showed a positive response. Most of the responses to learning interactions show a negative response. While the response to the availability of facilities, most of the student responses were positive; (c) The results of Kendall Tau’s analysis obtained a correlation number of 0.329. This shows that there is a relationship between student achievement motivation and learning outcomes. Research conclusions (a) The online platforms used by lecturers of the Mathematics Education Study Program in online lectures during the pandemic period varied. The applications most favored by students in a row are google meeting, WhatsAp, email, google classroom, edmodo and you tube. (b) Student responses to online learning are positive, except for responses to interactions in learning that are negative. (c) There is a positive and significant relationship between student achievement motivation and student learning outcomes in the implementation of online learning.

Use of mobile devices for performance of corporate tasks becomes more and more widespread way of increase in overall performance of the energy enterprise. Need to accelerate considerably and to effectively organize work of all organization is the main objective of use of technologies of corporate mobility. For this purpose, it is necessary to choose information network (mobile network operator), mobile devices, and means of authentication of the user (for safety of data).The analysis of opportunities of use of mobile technologies and technical means in production and administrative activity of the energy enterprises was a research objective. The analysis of cover zones and tariff plans of various operators of cellular networks was made for definition of opportunities of implementation of technologies of corporate mobility on the example of the territory of Krasnodar region. The most suitable suppliers of cellular communication in the region were also defined. The analysis of the technical means necessary for realization of mobile solutions and the analysis of means of authentication of users, which allow providing data protection from strangers was executed within the research.It is shown that use of mobile technologies in management of the companies will expand functionality of business processes at the energy enterprise, will promote increase in overall performance, growth of competitiveness.

Purpose: In this paper, the authors explore the use of mobile devices as assistive technology for students with visual impairments in resource-limited environments. This paper provides initial data and analysis from an ongoing project in Kenya using tablet devices to provide access to education and independence for university students with visual impairments in Kenya. Method: The project is a design-based research project in which we have developed and are refining a theoretically grounded intervention – a model for developing communities of practice to support the use of mobile technology as an assistive technology. We are collecting data to assess the efficacy and improve the model as well as inform the literature that has guided the design of the intervention. Results: In examining the impact of the use of mobile devices for the students with visual impairments, we found that the devices provide the students with (a) access to education, (b) the means to participate in everyday life and (c) the opportunity to create a community of practice. Conclusions: Findings from this project suggest that communities of practice are both a viable and a valuable approach for facilitating the diffusion and support of mobile devices as assistive technology for students with visual impairments in resource-limited environments.Implications for RehabilitationThe use of mobile devices as assistive technology in resource-limited environments provides students with visual impairments access to education and enhanced means to participate in everyday life.Communities of practice are both a viable and a valuable approach for facilitating the diffusion and support of mobile devices as assistive technology for students with visual impairments in resource-limited environments.Providing access to assistive technology early and consistently throughout students’ schooling builds both their skill and confidence and also demonstrates the capabilities of people with visual impairments to the larger society.

Parent use of mobile devices (e.g., smartphones, tablets) while around their young children may be associated with fewer or more negative parent-child interactions, but parent perspectives regarding this issue have not been explored. We aimed to understand parent views regarding their mobile device use to identify actionable targets of potential intervention. We conducted 35 in-depth semi-structured group and individual interviews with English-speaking caregivers of children 0 to 8 years old, purposively sampled from diverse ethnic backgrounds, educational levels, and employment statuses. Following thematic saturation, results were validated through expert triangulation and member checking. Participants included 22 mothers, 9 fathers, and 4 grandmothers; 31% were single parents, 43% nonwhite race/ethnicity, and 40% completed high school or less. Participants consistently expressed a high degree of internal tension regarding their own mobile technology use, which centered around 3 themes relevant to intervention planning: (1) Cognitive tensions (multitasking between work and children, leading to information/role overload), (2) emotional tensions (stress-inducing and reducing effects), and (3) tensions around the parent-child dyad (disrupting family routines vs serving as a tool to keep the peace). Caregivers of young children describe many internal conflicts regarding their use of mobile technology, which may be windows for intervention. Helping caregivers understand such emotional and cognitive responses may help them balance family time with technology-based demands.