The use of mobile learning in PK-12 education: A systematic review

The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Questionnaire-IAQ” (Kubiatko - Haláková, 2009; Mehra - Far, 2013) was used as a data collection tool. The results indicate that; science teachers have positive attitudes toward using ICT and mobile learning in education. On the other hand, science teachers' attitudes towards mobile learning was predicted by their perception about ICT and their self-efficacy.

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning, followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal, elementary (5–11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed, providing a rich research perspective. As the use of mobile learning continues to grow, further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.

The recent improvement in the capabilities of mobile devices has led to increased interest in utilising these devices as learning tools. The purpose of this study is to measure students' awareness and acceptance of mobile learning. Based on participatory action research and user-centred design, the study involves students from two departments; i.e. science and engineering, at Sultan Qaboos University, who attended two sequential study phases. The first phase included the detailed presentation and formal discussion of the concept of M-learning and its technologies and approaches. Second phase consisted of survey which was divided into six parts: general information, electronic learning knowledge, and perception, mobile learning knowledge, and perception and final part, focusing on students' suggestions. The results show good acceptance level for mobile learning and indicate positive attitude toward the behavioural intention to use mobile learning. The students also showed a great interest in using mobile devices as learning tools.

Big data in education relate closely to a wealth of activities from the teachers, students and parents, as well as a substantial resources of knowledge that can be represented in hierarchical structures. The activities have characteristic of geolocation which can be projected onto a map, while the resources of knowledge can also be converted into the map. A map-based management and visual analysis method will largely benefit the users and the researchers from taking advantages of the big data in education. In this paper, we propose a novel map based method to manage and analyze the big data of mobile learning in education. With this method, the activities of users scattered among the space are reorganized on a geographic map with location changes in time series, and the resources are geo-tagged with the information from the developers or adopters, which are converted to a map style according to their hierarchical structures even when the users' information are unavailable. We first present the basic framework to organize the data by a map-based technology, and then a platform is proposed to perform the visual analysis. The method is adapt to the construction of massive online learning system and the mobile learning system of Central China Normal University to serve a national wide big data cloud learning program.

Living and high educational costs make the working adults to postpone their interest in continuing their studies. Besides that, traffic jams, heavy workloads, chasing for the deadline to deliver their commitments and lack of time are some of the factors that make the working adults no motivation in pursuing their studies. Some of the working adults prefer to choose part-time distance learning mode where teaching and learning process are conducted virtually but incomplete facilities that have been provided by learning institution cause the adults learners to expereince isolation due to lack of communication and interaction with their classmate, lecturers, and higher institution. Virtual learning requires the best conditions in terms of accessibility, mobility, and user-friendliness so that learning process could be conducted without being worried about time and place. Nowadays Mobile learning or m-learning has become famous because mobile devices are known for its portability, easy to carry and many are able afford to a buy mobile phone. M-learning can be realized independently of place and time. This research is design to determine the readiness of working adults in using mobile learning. A total number 97 working adult voluntarily took part in an online survey. The survey was separated into three sections where section A is personal information; section B mobile phone; and section C: Readiness of using mobile learning. The survey was meant to determine working adults' knowledge, perceptions and readiness regarding M-learning. The result showed sufficient knowledge, positive perspective and welcome the integration of the mobile learning in education among the participants.

Recently, cell phones have received much attention in the context of EFL/ESL learning. Mobile learning, in general, and distant learning, in particular, in educational contexts has been approached by educationalist all over the world (Hwang & Chang, 2011). Presently, countries pay ample attention to mobile learning in education. Despite the fact that devices such as cell phones might divert students’ attention, yet, no one can deny their importance as high-tech educational tools. This study investigates EFL college students’ attitudes towards cell phones learning. For the sake of satisfying the study’s objectives, a questionnaire has been designed and randomly distributed to 300 female undergraduate students enrolled during the First Academic Term (2014/2015). The questionnaire is consisted of 3 sections and 39 items. Section 1, students’ attitudes towards the usefulness of mobile learning (26 items), section 2, investigation of students’ opinions towards reasons where and why they and their instructors use cell phones (12 items), and section 3, an open-ended question, asking students if they have any comments on the importance of cell phones (1 item). The questionnaire consisted 5-Point Likert type scale. Data were quantitatively analysed using SPSS, and ANOVA tests. Percentages, means, and standard deviations, were used for the sake of the analysis. The open-ended question was analysed qualitatively.

The article sheds light on the problem of developing logical thinking of primary school students through the use of digital technologies, namely, mobile applications. A general overview of popular mobile applications that contribute to the productive development of logical thinking of elementary school students is conducted. It is analyzed how exactly mobile applications affect the educational activity of students, as well as what place mobile applications occupy at the current stage of information technology development. The degree of popularity of mobile applications and the level of their development are considered. It is analyzed how mobile learning (M-learning) affects the development of students' cognitive activity. Advantages and disadvantages of mobile learning in education are considered and characterized. Some applications that can be used during training are presented. Analyzed mobile applications, with low technical requirements, which are a powerful tool for studying digital technologies that are used in the world and take education to a new level, providing productive learning of the necessary knowledge. The article highlights which mobile applications have the potential to influence the development of logical thinking. It was studied how applications allow children to solve logical problems, puzzles, games, which directly affect the development of critical and spatial thinking, train memory and attention, and develop motor skills. Considered how mobile applications expand the capabilities of the teacher and serve as an excellent tool for the development and improvement of students' skills.

Mobile devices (e.g., smartphones and tablets) are spreading globally, along with decreasing prices and increasing support utilities with the characteristics of availability, flexibility, portability, individuality, connectivity, and social interactivity. The rise of mobile devices/ technologies in school inspired educational researchers to introduce the term “mobile learning” to push the boundaries of traditional pedagogy. This study was a systematic review of 52 articles related to mobile learning in mathematics education in 2008-2021. It answered the questions about distribution, major research purposes, approaches, methods. The articles for review were chosen using a three-stage methodology: read, select criteria, and summarize. This review study of mobile learning presents findings, which highlighted gaps in existing literature on the topic and has provided insights, can become a platform and guidance for researchers, educators, and policy makers for future research.

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

The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study was to examine trends to determine the cognitive level students are involved in within mobile learning activities. This systematic review involved an aggregated and configurative synthesis of PK‐12 mobile learning studies from 2010 to 16 and used Bloom’s Taxonomy as a theoretical framework for categorizing the cognitive level of student activities. Major new findings include that students are involved in activities at all six levels of Bloom’s Taxonomy. This study shows that over 60% of researchers are developing activities that require high levels of cognitive processing, a large increase from past studies. Nonetheless, 40% are integrating mobile devices in ways that keep students working with minimal cognitive processing. In both elementary and secondary studies, there was a 40/60% split in the use of lower versus high level thinking opportunities. New findings show that mobile devices were integrated into science, mathematics, social studies, literacy, art and special education. Studies in science settings were the majority of the studies (40%), followed by literacy (24%).

Use of Information and Communication Technologies (ICT) in pedagogy and learning in higher education supports the concept of Technology Enhanced Learning (TEL). Mobile devices and applications with educational purposes are part of using online ICT and facilitate autonomous learning in education. Using mobile applications for education has significantly improved in the last few years. However, there is still a gap, in which this concept is still not widely known and frequently experienced by learners. As a part of supporting TEL in higher education and filling this gap, the department of Computer and System Sciences at Stockholm University in Sweden is planning to develop a mobile application for the SciPro system. SciPro is the computer-mediated communication platform to support enhancement of thesis quality and facilitate autonomous learning in higher education, at both Bachelor and Master levels. This study aims to investigate and evaluate learners’ perspectives about utility of mobile applications in higher education and specifically to support SciPro functionalities. Almost 95% of the respondents use mobile applications for higher education and believe in the utility of mobile applications for supporting learning in higher education. This is while there are a few respondents (less than 5%), who do not fully share this opinion. More than 70% of the respondents think that a SciPro mobile application will add value to their thesis process. Even though it may not directly affect the speed and quality of the thesis, it will increase mobility, availability, and flexibility of accessing information and resources in SciPro.KeywordsTechnology Enhanced Learning (TEL)Information and Communication Technologies (ICT)Mobile ApplicationApplicationsLearningHigher EducationThesis Process

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.

The topic includes four main themes: (1) The Collaborative Work in Cloud Storage Services: The collaborative work is seen as a force for the individual and community. It, in the field of education, expresses the interaction among students of individual differences who work within collaborative aims and skills to achieve a specific aim. In addition, cloud storage predicts a tremendous change in the way information is stored and applications are run. That is, instead of storing information and running programs on PCs, everything will be hosted in a cloud that can be accessed anywhere and processed by addition or deletion collaboratively. (2) Computer- supported collaborative learning environment (CSCL): Collaborative learning is an umbrella term for a variety of educational approaches involving joint intellectual effort by students, or students and teachers together. It is based on the idea that learning is naturally a social act in which the participants talk among themselves. A group of students engaged in collaborative learning works together to achieve shared goals. (3) Mobile learning: Mobile learning is a term that has been used widely in different places all over the world. it has been encouraged to be used in higher education institutions because of a set of factors such as the availability of mobile phones, their ability to motivate students, and the freedom and privacy they provide to share information. Mobile learning is defined as E-learning that uses mobile devices or learning connected to a mobile device, Laouris & Eteokleous. (4) Open-Source Learning Management Systems: The integration of many Educational technologies in education have been widely promoted for their potential to enrich, enhance and extend student-learning experiences. Hence, pioneer educational establishments all over the world try to benefit of these technologies as much as possible to convey knowledge resources to both of the learner and teacher in least time, effort and cost. One of these educational technology tools which has been prominent in the field of education and technology integration is Learning Management Systems known as LMS.

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.

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.