The Use of Mobile Learning in Science: A Systematic Review

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.

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

The 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.

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.

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.

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.

This paper reviewed research studies published on the topics related to mobile learning and investigate its trends. One hundred and five articles were selected based on a set of criteria. The contents were then analyzed, and results were summarized to highlight the key findings. The review revealed that there was an increase of mobile learning research studies being published, compared to two previous similar studies. However, comparable themes appeared: (1) the importance of strategic planning and implementation of mobile learning; (2) the need for effective instructional designs; and (3) mobile technology still has limitations. The conclusions of the findings may provide researchers or any interested educators with more information on the trends in mobile learning.

The research on mobile learning in science lacks in-depth investigation of the learning process. In this paper, we describe the implementation of a mobile technology-supported science curriculum developed by design-based approach. The long-term data collection and trace of learning process enable the exploration of students’ participation and identifying potential factors in mobile learning. Employing mixed research methods, the study presents the differences of students’ engagement in mobile activity. It was found out that the participation of students in doing the mobile activities varied regarding the types of mobile tools, topics, class levels, and teacher feedback. The findings unfolded the factors affecting student activity participation behavior in mobile science learning and the problems encountered by the mobile science curriculum implementation. The results could potentially inform curriculum design and implementation supported by mobile technology, as well as support professional development of science teachers.

Mobile learning is an opportunity for libraries to develop new information services to enhance efficiencies and overcome the digital divide. The present study has found 1958 research papers in SCOPUS and Web of Science, published on mobile learning till January 1, 2013. They have received 6872 citations till December 31, 2013. These publications have originated from 157 institutes from 79 countries and were published in 64 journals. The paper has studied the global Research Trends in Mobile Learning from the analysis of the data. It uses different Bibliometric parameters in this context and it particular applied the transformative activity index (TAI). The journal entitled ‘Lecture Notes in Computer Science’ has produced the highest number of papers 106 (5.4 %). Taiwan has published 249 (12.7 %), the maximum literature on mobile learning. The number of publications in United Kingdom, Italy, Finland, and Hong Kong declined during 2007-12 compared to the first quarter 1984 to 2006. The literature on mobile learning is spread over 26 subjects. The highest number of publications 1290 (41.6 %) was in computer science. Average citations per publication were recorded ∼3.5. Top 15 prolific institutions have produced 366 (18.7 %) of the total publications and these publications have received 3374 (49.1 %) citations. The National Central University Taiwan (45; 2.3 %) is found to be the most productive institution. Ogata, H. from Showa University, Department of Internal Medicine, Tokyo, Japan is the most productive author with 25 (1.3 %) publications in the subject.

Evolution of mobile technologies and widespread adoption of mobile devices in learning today is momentous. Mobile learning refers to the use of portable devices to study independent of location and time. To allow flexible learning to occur, content adaptation is necessary. Content-adaptation aims at delivering the most suitable learning elements in dynamic conditions using different contextual information from various sources in order to enhance the learners' experiences. This paper describes our ongoing research project, the context-aware mobile learning application, Mobiware that makes use of contextual data in mobile learning for content-adaptation. Important information was gathered from individual learners, the device used and the surrounding to give rise to independent customized learning materials. The aim of developing this mobile application is to set a dynamic system, which instantly acknowledges different user situations, and deliver the best-adapted learning content to the learner. Details about the current trends in mobile learning are reported which leads to the proposed context-aware mobile learning application.

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 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.

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%).

Along with fusion of mobile communication technologies and computer technology, mobile learning was produced as a new type of learning technique and method. Mobile Learning has become another very important complement to the traditional ways of learning after digital-learning. The development of the third generation mobile communication technology 3G provides a more adequate technical basis for mobile learning. How full and effective use of the third generation mobile communication technology to assist any kind of teaching and learning become an important research part of mobile learning. This article describes the 3G-based mobile learning project, where mobile device is used for educational activities. The main perspective in this article is in teacher training. We present strategies how mobile technology was used in teacher training and exerted the advantages of 3G mobile phones. The goal of these innovative pilot projects is to create flexible teaching solutions, which will enable the accessing of information with all kinds of devices, and to support learning in a variety of situations.