Computer Science › Information Systems

Mobile Learning in Education

Works Count: 66375

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Description

This cluster of papers focuses on the use of mobile technologies, such as cellphones, smartphones, and tablets, in higher education. It explores topics such as student perspectives on learning, the design of personalized mobile technologies for lifelong learning, integrating mobile devices with teaching and learning, mobile learning readiness, and the effects of mobile technology on student attitudes and performance. The cluster also delves into areas like language learning, collaborative learning, and the impact of ubiquitous computing on education.

Keywords

Mobile Learning; Higher Education; Technology Integration; Student Perspectives; Lifelong Learning; Teaching Performance; Educational Applications; Language Learning; Collaborative Learning; Ubiquitous Computing

Rethinking Pedagogy for a Digital Age

2013-04-17

Helen Beetham , Rhona Sharpe

Table of Contents An introduction to rethinking pedagogy by Helen Beetham and Rhona Sharpe Part One: Principles and practices of designing for learning Chapter 1 Technology enhanced learning: the role … Table of Contents An introduction to rethinking pedagogy by Helen Beetham and Rhona Sharpe Part One: Principles and practices of designing for learning Chapter 1 Technology enhanced learning: the role of theory by Terry Mayes and Sara de Freitas Chapter 2 Designing for active learning in technology-rich contexts by Helen Beetham Chapter 3 The analysis of complex learning environments by Peter Goodyear and Lucila Carvalho Chapter 4 The challenge of teachers' design practice by Liz Masterman Chapter 5 Tools and resources to guide practice by By Grainne Conole Chapter 6 Describing ICT-based learning designs that promote quality learning outcomes by Ron Oliver, Barry Harper, Sandra Wills, Shirley Agostinho and John Hedberg Chapter 7 Learning designs as stimulus and support for teachers' design practices by Shirley Agostinho, Sue Bennett, Lori Lockyer, Jennifer Jones and Barry Harper Chapter 8 Representing practitioner experiences through learning designs and patterns by Patrick McAndrew and Peter Goodyear Chapter 9 The influence of open resources on design practice by Chris Pegler Part Two: Contexts for design Chapter 10 Designing for learning in course teams by Rhona Sharpe and Martin Oliver Chapter 11 The art of design by Derek Harding and Bruce Ingraham Chapter 12 Activity designs for professional learning by Rachel Ellaway Chapter 13 Designing for practice: A view from social science by Chris Jones Chapter 14 Student as producer is hacking the university by Joss Winn and Dean Lockwood Chapter 15 The LAMS community: Building communities of designers by James Dalziel Chapter 16 Design principles for mobile learning by Agnes Kukulska-Hulme and John Traxler Chapter 17 Designing for learning in an uncertain future by Helen Beetham

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The Computer in the School: Tutor, Tool, Tutee

1981-12-01

II Robert P. Taylor

A Theory of Learning for the Mobile Age

2009-12-01

Mike Sharples , Josie Taylor , Giasemi Vavoula

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A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

2011-02-28

Yeonjeong Park

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been … Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

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Mobile Learning

2007-04-11

Agnes Kukulska‐Hulme , John Traxler

Introduction and Overview Agnes 2. Technology/Systems Jill Attewell and Dr Carol Savill-Smith 3. Usability Agnes 4. Pedagogy Agnes and Traxler 5. Accessibility and Assistive Technologies Peter Rainger 6. Case Studies: … Introduction and Overview Agnes 2. Technology/Systems Jill Attewell and Dr Carol Savill-Smith 3. Usability Agnes 4. Pedagogy Agnes and Traxler 5. Accessibility and Assistive Technologies Peter Rainger 6. Case Studies: Traxler Andy Ramsden Dr Ian Weber Jon Trinder Dr Rose Luckin Traxler Dr Michael Levy and Claire Kennedy Prof. Mike Sharples Dr Roger Kneebone Dr Agnes Dr Carol Savill-Smith Dr Joseph Lee Dr. Kurt Hackemer and Dr. Doug Peterson (Provisional) O. Smordal 7. Embedding, Effectiveness, Evaluation and Ethics John Traxler 8. Conclusions Agnes Kukulska-Hulme

Cognitive Apprenticeship and Instructional Technology

1988-01-01

Alan Collins

Abstract : In earlier times, practically everything was taught by apprenticeship: growing crops, running trades, administering governments. Schools are a recent invention that use many fewer teaching resources. But the … Abstract : In earlier times, practically everything was taught by apprenticeship: growing crops, running trades, administering governments. Schools are a recent invention that use many fewer teaching resources. But the computer enables us to go back to a resource-intensive mode of education, in a form we call cognitive apprenticeship. As we argue in the earlier paper, cognitive apprenticeship employs the modeling, coaching, and fading paradigm of traditional apprenticeship, but with emphasis on cognitive rather than physical skills. The basic thesis in this paper is that technology enables us to realize apprenticeship learning environments that were either not possible or not cost effective before. Keywords: Education, Teaching methods, Thinking, Computers and education, Learning, Educational technology, Instructional material.

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Defining, Discussing and Evaluating Mobile Learning: The moving finger writes and having writ . . . .

2007-06-15

John Traxler

\Since the start of the current millennium, experience and expertise in the development and delivery of mobile learning have blossomed and a community of practice has evolved that is distinct … \Since the start of the current millennium, experience and expertise in the development and delivery of mobile learning have blossomed and a community of practice has evolved that is distinct from the established communities of 'tethered' e-Learning. This community is currently visible mainly through dedicated international conference series, of which MLEARN is the most prestigious, rather than through any dedicated journals. So far, these forms of development and delivery have focussed on short-term small-scale pilots and trials in the developed countries of Europe, North America, and the Pacific Rim, and there is a taxonomy emerging from these pilots and trials that suggests tacit and pragmatic conceptualisations of mobile learning. What has, however, developed less confidently within this community is any theoretical conceptualisation of mobile learning and with it any evaluation methodologies specifically aligned to the unique attributes of mobile learning. Some advocates of mobile learning attempt to define and conceptualise it in terms of devices and technologies; other advocates define and conceptualise it in terms of the mobility of learners and the mobility of learning, and in terms of the learners’ experience of learning with mobile devices. The role of theory is, perhaps, a contested topic in a community that encompasses philosophical affiliations from empiricists to post-structuralists, each with different expectations about the scope and legitimacy of theory in their work. The mobile learning community may nevertheless need the authority and credibility of some conceptual base. Such a base would provide the starting point for evaluation methodologies grounded in the unique attributes of mobile learning. Attempts to develop the conceptualisations and evaluation of mobile learning, however, must recognise that mobile learning is essentially personal, contextual, and situated; this means it is 'noisy' and this is problematic both for definition and for evaluation. Furthermore, defining mobile learning can emphasise those unique attributes that position it within informal learning, rather than formal. These attributes place much mobile learning at odds with formal learning with its cohorts, courses, semesters, assessments, and campuses, and with its monitoring and evaluation regimes. This raises concerns for the nature of any large-scale and sustained deployment and the extent to which the unique attributes of mobile learning may be lost or compromised. Looking at mobile learning in a wider context, we have to recognise that mobile, personal, and wireless devices are now radically transforming societal notions of discourse and knowledge, and are responsible for new forms of art, employment, language, commerce, deprivation, and crime, as well as learning. With increased popular access to information and knowledge anywhere, anytime, the role of education, perhaps especially formal education, is challenged and the relationships between education, society, and technology are now more dynamic than ever. The paper explores and articulates these issues and the connections between them specifically in the context of the wider and sustained development of mobile learning.

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Viewing mobile learning from a pedagogical perspective

2012-02-03

Matthew Kearney , Sandy Schuck , Kevin Burden +1 more

Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of … Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective.Keywords: mobile learning; pedagogy; socio-cultural theory; framework; pedagogical features(Published: 3 February 2012)Citation: Research in Learning Technology 2012, 20: 14406 - DOI: 10.3402/rlt.v20i0/14406

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What seams do we remove in mobile-assisted seamless learning? A critical review of the literature

2011-06-26

Lung Hsiang Wong , Chee‐Kit Looi

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Personal Dynamic Media

1977-03-01

Alan Kay , Athomas Goldberg

The Learning Research Group at Xerox Palo Alto Research Center is concerned with all aspects of the communication and manipulation of knowledge. We design, build, and use dynamic media which … The Learning Research Group at Xerox Palo Alto Research Center is concerned with all aspects of the communication and manipulation of knowledge. We design, build, and use dynamic media which can be used by human beings of all ages. Several years ago, we crystallized our dreams into a design idea for a personal dynamic medium the size of a notebook (the Dynabook) which could be owned by everyone and could have the power to handle virtually all of its owner's information-related needs. Towards this goal we have designed and built a communications system: the Smalltalk language, implemented on small computers we refer to as "interim Dynabooks." We are exploring the use of this system as a programming and problem solving tool; as an interactive memory for the storage and manipulation of data; as a text editor; and as a medium for expression through drawing, painting, animating pictures, and composing and generating music. (Figure 1 is a view of this interim Dynabook.)

Developing a context-aware electronic tourist guide

2000-04-01

Keith Cheverst , Nigel Davies , Keith Mitchell +2 more

In this paper, we describe our experiences of developing and evaluating GUIDE, an intelligent electronic tourist guide. The GUIDE system has been built to overcome many of the limitations of … In this paper, we describe our experiences of developing and evaluating GUIDE, an intelligent electronic tourist guide. The GUIDE system has been built to overcome many of the limitations of the traditional information and navigation tools available to city visitors. For example, group-based tours are inherently inflexible with fixed starting times and fixed durations and (like most guidebooks) are constrained by the need to satisfy the interests of the majority rather than the specific interests of individuals. Following a period of requirements capture, involving experts in the field of tourism, we developed and installed a system for use by visitors to Lancaster. The system combines mobile computing technologies with a wireless infrastructure to present city visitors with information tailored to both their personal and environmental contexts. In this paper we present an evaluation of GUIDE, focusing on the quality of the visitor's experience when using the system.

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The World Wide Web: A Technology to Enhance Teaching and Learning?

1997-03-01

Ron Owston

ing and learning from the physical boundaries of classrooms and the time restraints of class schedules. Traditional lectures and demonstrations can become Web-based multimedia learning experiences for students. The learning … ing and learning from the physical boundaries of classrooms and the time restraints of class schedules. Traditional lectures and demonstrations can become Web-based multimedia learning experiences for students. The learning resources of a college or university can be augmented by the learning resources of the world, via the Web. Moreover, the Web can help us refocus our institutions from teaching to learning, from teacher to student. Although there is, perhaps, some merit to these claims, they are expecting much from a tool developed only a few years ago at CERN, Geneva's European Laboratory for High Energy Particle Physics, to share research in the high energy physics community. In this article, I would like to come to terms with the hyperbole surrounding the Web by offering an analysis of its present contribution to teaching and learning in K-12 and higher education. The framework that I use for the anal-

Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media

2013-06-14

Joanne Gikas , Michael M. Grant

Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010

2011-04-15

Gwo‐Jen Hwang , Chin‐Chung Tsai

The effectiveness of m-learning in the form of podcast revision lectures in higher education

2007-12-01

Chris Evans

Mobile-Assisted Language Learning

2012-01-31

Tayebeh Mosavi Miangah

The main characteristics of mobile learning (m-learning) are recognized as the potential for learning process to be personalized, spontaneous, informal and ubiquitous.Although learning through mobile phones may take longer time … The main characteristics of mobile learning (m-learning) are recognized as the potential for learning process to be personalized, spontaneous, informal and ubiquitous.Although learning through mobile phones may take longer time compared to computers, the learners feel a greater sense of freedom of time and place, so that they can take the advantage of spare time to learn a second language when and where they are.Mobile-Assisted Language Learning (MALL) deals with the use of mobile technology in language learning.In contrast to classroom learning, in MALL there is no need for the learners to sit in a classroom or at a computer to get learning materials.In fact, MALL can be considered an ideal solution to language learning barriers in terms of time and place.In this paper by looking at some applications of m-learning as well as some examples across various aspects of it, we observe the advantages and disadvantages derived from using mobile technologies for students as well as professionals.Here, it has been tried to demonstrate the benefits of using mobile phones in learning English as a second language.Areas of mobile-based language learning discussed in this paper are vocabulary, listening, grammar, phonetics, and reading comprehension.

Computer supported collaborative learning using wirelessly interconnected handheld computers

2003-10-28

Gustavo Zurita , Miguél Nussbaum

Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation

2010-03-09

Tsung-Yu Liu , Yu-Ling Chu

Digital Natives, Digital Immigrants Part 1

2001-09-01

Marc Prensky

Abstract Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author … Abstract Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these "digital natives" with the older generation who are learning and adopting new technology naming them "digital immigrants".

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Leveraging mobile technology for sustainable seamless learning: a research agenda

2009-02-07

Chee‐Kit Looi , Peter Seow , Baohui Zhang +3 more

Abstract Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. … Abstract Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. We see that ready‐to‐hand access creates the potential for a new phase in the evolution of technology‐enhanced learning, characterised by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. The challenge is to enable learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other. In this paper, we review the potential of mobile learning research for designing seamless learning environments that can bridge both formal and informal learning, present a research agenda and discuss important methodological issues that concern research into formal and informal learning.

The design of personal mobile technologies for lifelong learning

2000-04-01

Mike Sharples

Examining the impact of off-task multi-tasking with technology on real-time classroom learning

2011-09-06

Eileen Wood , Lucia Zivcakova , Petrice Gentile +3 more

A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students

2010-12-22

Gwo‐Jen Hwang , Hsun-Fang Chang

A mobile gamification learning system for improving the learning motivation and achievements

2014-11-06

C.-P. Su , Ching‐Hsue Cheng

Abstract This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context‐aware mobile learning environment, and explains the effects on motivation and … Abstract This paper aims to investigate how a gamified learning approach influences science learning, achievement and motivation, through a context‐aware mobile learning environment, and explains the effects on motivation and student learning. A series of gamified learning activities, based on MGLS (Mobile Gamification Learning System), was developed and implemented in an elementary school science curriculum to improve student motivation and to help students engage more actively in their learning activities. The responses to our questionnaire indicate that students valued the outdoor learning activities made possible by the use of a smartphone and its functions. Pre‐ and post‐test results demonstrated that incorporating mobile and gamification technologies into a botanical learning process could achieve a better learning performance and a higher degree of motivation than either non‐gamified mobile learning or traditional instruction. Further, they revealed a positive relationship between learning achievement and motivation. The correlation coefficient for ARCS dimensions and post‐test shows that the ARCS‐A (attention) is greater than ARCS‐R, ARCS‐C and ARCS‐S. This means that the attention (ARCS‐A) of this system is an important dimension in this research. The results could provide parents, teachers and educational organizations with the necessary data to make more relevant educational decision.

Review of trends from mobile learning studies: A meta-analysis

2012-04-04

Wen‐Hsiung Wu , Yenchun Jim Wu , Chun‐Yu Chen +3 more

Defining Mobile Learning in the Higher Education Landscape

2010-07-01

Mohamed El-Hussein , Johannes Cronjé

Introduction The evolution of handheld portable devices and wireless technology has resulted in radical changes in the social and economic lifestyles of modern people. Today, many technological devices are produced … Introduction The evolution of handheld portable devices and wireless technology has resulted in radical changes in the social and economic lifestyles of modern people. Today, many technological devices are produced in portable form and people have become accustomed to them. These devices are reshaping users daily lives in different ways. But the development of digital technologies has so far been limited to social communication and few people have regarded mobile learning as a core pedagogical activity in higher institutions of learning. Although this model has been used as a minor adjunct to learning activities such as lectures and assignments, it is still not the primary mode of delivery in higher education. Currently, the instructional technology transmitted by means of mobile technology is mainly social and, to a lesser extent, economic. Advanced mobile devices such as smart cellular telephones are very popular among people primarily because they are wireless and portable. These functionalities enable users to communicate while on the move. The popularity of these devices is therefore a consequent of their ability to function at multiple levels. Moreover, the intense commercial competitiveness in the mobile device industry is forcing manufacturers to be very innovative, constantly striving to introduce new features that can give them a competitive edge. Against this backdrop, visionary educators, designers and developers should begin to consider the implications of these devices for the modern teaching and learning environment. In such an environment, contents and services can be relayed to a university student by personal wireless mobile devices. This will add another layer to the personal computer-based model of teaching and learning. This also means e-learning will take place in conditions that will be radically different from those educators and learners are familiar with. Providing university students with services, content instruction and information outside the traditional learning space is becoming more acceptable among education providers who predicate their services on the routine use of advanced information and communication technologies. This article seeks to provide a comprehensive definition of mobile learning and attempts to understand why actual learning practices are changing very rapidly while the learning theories that support educational practices are not. To find viable answers, the article will describe the different components of mobile learning that reflect on the increasing mobility of learners, learning and learner technology. The emergence of revolutionary technologies has had a significant impact on educational technology. It has increased the potential of e-learning as a mode of delivery in education. By definition, mobile learning (or m- learning) is learning by means of wireless technological devices that can be pocketed and utilised wherever the learner's device is able to receive unbroken transmission signals (Attewell & Savill-Smith, 2005). For example, Laouris and Eteokleous (2005) have reiterated the need for a definition of mobile learning that takes into account all the aspects of the mobile learning process Nyir (2002) has also contributed to a philosophy of mobile learning that relies on Dewey's insights into democracy and education. Nyir and his contemporaries argue that mobile devices are responsible for undermining and, in many cases, eliminating the fixity of traditional classrooms such as lecture halls, laboratories and all the paraphernalia of traditional education. For decades, these traditional spaces have depended on static models of communication and devices for subject delivery. Significantly, mobile devices are revolutionary because they transcend the boundaries of the structural stasis of classrooms and lecture halls and their associated modes of communication--they do not have to be confined to one particular place in order to be effective. …

Here and now mobile learning: An experimental study on the use of mobile technology

2013-05-06

Florence Martin , Jeffrey Ertzberger

Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning

2008-04-01

Gwo Jen Hwang , Chin‐Chung Tsai , Stephen J.H. Yang

Recent progress in wireless and sensor technologies has lead to a new development of learning environments, called context-aware ubiquitous learning environment, which is able to sense the situation of learners … Recent progress in wireless and sensor technologies has lead to a new development of learning environments, called context-aware ubiquitous learning environment, which is able to sense the situation of learners and provide adaptive supports. Many researchers have been investigating the development of such new learning environments; nevertheless, the criteria of establishing a context-aware ubiquitous learning environment have not yet been clearly defined, not to mention the strategies of conducting effective learning activities. To resolve these problems, this paper presents the basic criteria, strategies, and research issues of context-aware ubiquitous learning, and identifies the necessary check items as well for the development of such learning environment. Illustrative examples of conducting context-aware ubiquitous learning activities and the requirements of setting up such learning environment are also presented at the end of this paper.

m‐Learning: An experiment in using SMS to support learning new English language words

2008-02-06

Nadire Çavuş , Dogan İbrahim

Abstract There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers and mobile phones are revolutionising … Abstract There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers and mobile phones are revolutionising education and transforming the traditional classroom‐based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English language words using Short Message Service (SMS) text messaging. The system, developed by the authors, called mobile learning tool (MOLT), has been tested with 45 1st‐year undergraduate students. The knowledge of students before and after the experiment has been measured. Our results show that students enjoyed and learned new words with the help of their mobile phones. We believe that using the MOLT system as an educational tool will contribute to the success of students.

Definition, framework and research issues of smart learning environments - a context-aware ubiquitous learning perspective

2014-11-03

Gwo‐Jen Hwang

The rapid progress of mobile, wireless communication and sensing technologies has enabled the development of context-aware ubiquitous learning (u-learning) environments, which are able to detect the real-world learning status of … The rapid progress of mobile, wireless communication and sensing technologies has enabled the development of context-aware ubiquitous learning (u-learning) environments, which are able to detect the real-world learning status of students as well as the environmental contexts. Accordingly, appropriate information can be provided to individual students in the right place and at the right time. However, researchers have indicated that, to support students to learn in real-world contexts in smart ways, more factors need to be taken into account when designing and developing learning systems. In this paper, the definition and criteria of smart learning environments are presented from the perspective of context-aware ubiquitous learning. A framework is also presented to address the design and development considerations of smart learning environments to support both online and real-world learning activities. Moreover, some emerging technologies that might facilitate the development of smart learning environments as well as the features and criteria of smart learning are addressed. Finally, research issues related to smart learning are provided.

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Using mobile phones in English education in Japan

2005-05-31

Patricia M. Thornton , Chris Houser

Abstract We present three studies in mobile learning. First, we polled 333 Japanese university students regarding their use of mobile devices. One hundred percent reported owning a mobile phone. Ninety‐nine … Abstract We present three studies in mobile learning. First, we polled 333 Japanese university students regarding their use of mobile devices. One hundred percent reported owning a mobile phone. Ninety‐nine percent send e‐mail on their mobile phones, exchanging some 200 e‐mail messages each week. Sixty‐six percent e‐mail peers about classes; 44% e‐mail for studying. In contrast, only 43% e‐mail on PCs, exchanging an average of only two messages per week. Only 20% had used a personal digital assistant. Second, we e‐mailed 100‐word English vocabulary lessons at timed intervals to the mobile phones of 44 Japanese university students, hoping to promote regular study. Compared with students urged to regularly study identical materials on paper or Web, students receiving mobile e‐mail learned more ( P <0.05). Seventy‐one percent of the subjects preferred receiving these lessons on mobile phones rather than PCs. Ninety‐three percent felt this a valuable teaching method. Third, we created a Web site explaining English idioms. Student‐produced animation shows each idiom's literal meaning; a video shows the idiomatic meaning. Textual materials include an explanation, script, and quiz. Thirty‐one Japanese college sophomores evaluated the site using video‐capable mobile phones, finding few technical difficulties, and rating highly its educational effectiveness.

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Will mobile learning change language learning?

2009-05-01

Agnes Kukulska‐Hulme

Abstract The use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners … Abstract The use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

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An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction

2008-08-21

Agnes Kukulska‐Hulme , Lesley Shield

Abstract Mobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by … Abstract Mobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often argued that mobile devices are particularly suited to supporting social contacts and collaborative learning - claims that have obvious relevance for language learning. A review of publications reporting mobile-assisted language learning (MALL) was undertaken to discover how far mobile devices are being used to support social contact and collaborative learning. In particular, we were interested in speaking and listening practice and in the possibilities for both synchronous and asynchronous interaction in the context of online and distance learning. We reflect on how mobile language learning has developed to date and suggest directions for the future.

ONE-TO-ONE TECHNOLOGY-ENHANCED LEARNING: AN OPPORTUNITY FOR GLOBAL RESEARCH COLLABORATION

2006-03-01

Tak-Wai Chan , Jeremy Roschelle , Sherry Hsi +7 more

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A mobile learning system for scaffolding bird watching learning

2003-09-01

Yuh‐Shyan Chen , T. C. Kao , Jang‐Ping Sheu

Abstract This paper develops a mobile learning system for scaffolding students learning about bird‐watching. The aim is to construct an outdoor mobile‐learning activity using up‐to‐date wireless technology. The proposed Bird‐Watching … Abstract This paper develops a mobile learning system for scaffolding students learning about bird‐watching. The aim is to construct an outdoor mobile‐learning activity using up‐to‐date wireless technology. The proposed Bird‐Watching Learning (BWL) system is designed using a wireless mobile ad‐hoc network. In the BWL system, each learner has a PDA (Personal Digital Assistant) with a Wi‐Fi‐based (IEEE 802.11b) wireless network card. The BWL system offers a mobile learning system which supports the students learning through scaffolding. The aim of a formative evaluation was twofold: to explore the possible roles and scaffolding aids that the mobile learning device offers for bird‐watching activities and to investigate whether student learning benefited from the mobility, portability, and individualisation of the mobile learning device.

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Mobile learning: A framework and evaluation

2005-12-22

Luvai Motiwalla

Investigating attitudes towards the use of mobile learning in higher education

2015-12-01

Mostafa Al‐Emran , Hatem M. Elsherif , Khaled Shaalan

Principles of mobile communication (2nd ed.)

2001-02-01

G.L. Stüber

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis

2015-11-23

Yao‐Ting Sung , Kuo‐En Chang , Tzu‐Chien Liu

Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative … Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed.

Handbook of Mobile Learning

2013-06-19

Topic: Development of an app to help students in improving their study organization and academical tasks accomplishment approach.The bachelor's qualification work addresses the prevalent, among students, issue of poor study … Topic: Development of an app to help students in improving their study organization and academical tasks accomplishment approach.The bachelor's qualification work addresses the prevalent, among students, issue of poor study management.Reasons and factors, that influence this issue, were identified and addressed, also the query among students was held, to showcase their personal experience.As instrument to help solving this problem, a mobile app was designed and created, main task of which is to transform study process from daunting and hard to manageable and efficient.It offers technological solutions and advanced features, to help users achieve higher academic performance, by improving their study organization.Based on relevant literature and the identified need of students a mobile app was developed.The application's design and development utilized an iterative and user-centric approach, using modern frameworks and technologies such as ReactNative and Firebase.Function and unit testing methods were used.

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Literature Review in Mobile Technologies and Learning

2004-01-01

Laura Naismith , Mike Sharples , Giasemi Vavoula +1 more

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

2018-04-25

Helen Crompton , Diane Burke

E-learning, M-learning and D-learning: Conceptual definition and comparative analysis

2018-07-01

Sujit Kumar Basak , Marguerite Wotto , Paul Bélanger

In the 21st century, the information and communication technology explosion increases the uses of digital devices for many purposes in the world of work and in formal and non-formal education. … In the 21st century, the information and communication technology explosion increases the uses of digital devices for many purposes in the world of work and in formal and non-formal education. This study analyzes existing literature on the basis of the definition of the concepts, terminology used, differences, fundamental perspectives, benefits, disadvantages, and finally the similarities and differences of the e-learning (electronic learning), m-learning (mobile learning), and d-learning (digital learning). It reveals that e-learning and m-learning are subsets of d-learning. On the other hand, some learning tools could be considered as m-learning as well as e-learning.

Trends and development in technology-enhanced adaptive/personalized learning: A systematic review of journal publications from 2007 to 2017

2019-06-06

Haoran Xie , Hui‐Chun Chu , Gwo‐Jen Hwang +1 more

Using Learning Media to Increase Learning Motivation in Elementary School

2019-09-01

Yanuari Dwi Puspitarini , Muhammad Hanif

International Handbook of Information Technology in Primary and Secondary Education

2008-01-01

Joke Voogt , Gerald Knezek

A Theory of Learning for the Mobile Age

2007-01-01

Mike Sharples , Josie Taylor , Giasemi Vavoula

A society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative … A society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative and adaptability.Otherwise, they will be overwhelmed by the changes in which they are caught and whose significance or connections they do not perceive.' Dewey (1916, p. 88) When John Dewey wrote Democracy and Education, the industrialised world was undergoing a huge technological and social disruption.Railways and paved roads had enabled mass travel, wireless communication had bridged the Atlantic, and a mechanised war was being fought across continents.Today, we are experiencing similar social and technological disruption, with the Internet and mobile technologies providing global access to information and mobility of knowledge.Ten years ago a school in Russia teaching English had no access to contemporary language sources; now it has the worldwide web.Five years ago, a farmer in rural Kenya had no communication with the nearest city, now he carries a mobile phone.We live in a society in which the "channels for distribution of change" are carried with us as part of daily life.Every era of technology has, to some extent, formed education in its own image.That is not to argue for the technological determinism of education, but rather that there is a mutually productive convergence between the main technological influences on a culture and the contemporary educational theories and practices.Thus, in the era of mass print literacy, the textbook was the medium of instruction, and a prime goal of the education system was effective transmission of the canons of scholarship.During the computer era of the past fifty years, education has been re-conceptualised around the construction of knowledge through information processing, modelling and interaction (Duffy & Cunningham, 1996).Now, as we enter a new world of global digital communication, it is no surprise that there is a growing interest in the relations between mobile technology and learning.What we need, however, is an appropriate theory of education for the mobile age.Many theories of learning have been advanced over the 2500 years between Confucius and the present day, but almost all have been predicated on the assumption that learning occurs in a school classroom, mediated by a trained teacher.A few educational thinkers have developed theory-based accounts of learning outside the classroom, including Argyris (Argyris & Schön, 1996), Friere (Freire, 1996), Illich (Illich, 1971), and Knowles (Knowles & Associates, 1984), but none have put the mobility of learners and learning as the focus of enquiry.Our aim is to propose a theory of learning for a mobile society.It encompasses both learning supported by mobile devices such as cellular (mobile) phones, portable computers and personal audio players, and also learning in an era characterised by mobility of people and knowledge (Rheingold, 2002) where the technology may be

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Embracing Mobile-Based Spaced Learning to Enhance English Scientific Vocabulary Mastery and Academic Performance among ESP Students

2025-06-25

Mohammed AbdAlgane , Mohamed A. Elkot , Rabea Ali | International Journal of Interactive Mobile Technologies (iJIM)

Mobile-based spaced learning, an educational approach that divides learning into timespaced periods, has been widely studied in language education, particularly English. However, research on its application in English for Specific … Mobile-based spaced learning, an educational approach that divides learning into timespaced periods, has been widely studied in language education, particularly English. However, research on its application in English for Specific Purposes (ESP) contexts, especially within mobile-based spaced learning environments, and its differentiated effects on vocabulary mastery and academic performance remains limited. This study aimed to investigate the impact of mobile-based spaced learning (equal or expanded) on English scientific vocabulary mastery and academic performance among ESP students, specifically scientific lab majors. Sixty students were divided into two groups: those who learned in an equal-spaced style and those who learned in an expanded-spaced style. Data was collected through vocabulary and academic tests, and a quasi-experimental method was employed. The study found that both equal-spaced and expanded-spaced learning enhanced vocabulary acquisition, but only the expanded-spaced learning method significantly boosted academic performance. While both methods improve vocabulary, the extended reinforcement of expanded spaced learning may enhance cognitive activities and long-term retention. The findings suggest that expanded-spaced instruction may particularly benefit cognitively demanding subjects within ESP courses. Further research is needed to examine the long-term effects and applicability of these strategies to different courses and students and to investigate the interaction between spaced learning strategies and learner characteristics.

Understanding Student Engagement with Mobile Learning: A Structural Model for Interactive Education in Vietnam

2025-06-25

Minh Dũng Tăng , Nga Nguyễn Thị , Tạ Thanh Trung +1 more | International Journal of Interactive Mobile Technologies (iJIM)

The factors that impact the willingness of Vietnamese secondary school students to embrace mobile learning are examined in this study using the framework of the technology acceptance model (TAM). The … The factors that impact the willingness of Vietnamese secondary school students to embrace mobile learning are examined in this study using the framework of the technology acceptance model (TAM). The study utilized a quantitative research approach, and data were gathered accordingly from 611 students via structured questionnaires. The research focused on critical variables, including perceived usefulness (PU), perceived ease of use (PEU), perceived mobility (PM), social influence (SI), self-efficacy (SE), learning autonomy (LA), and perceived enjoyment (PE). Covariance-based structural equation modeling (CB-SEM) was utilized to analyze the relationships among these variables. The findings revealed that PU, PEU, and PE significantly affect students’ behavioral intention (BI) to adopt mobile learning. At the same time, external factors such as PM, SI, SE, and LA indirectly shape PU and PEU. These results deepen the understanding of mobile learning adoption within the Vietnamese educational context and underscore the need for targeted policy development to foster student engagement with mobile technologies. This study contributes to the broader educational technology literature, offering valuable insights for educators and policymakers aiming to optimize learning experiences through mobile platforms.

Developing An Educational Board Game with Digital Question Cards : A TGT Model Approach to Enhance Natural and Social Sciences Learning Outcomes

2025-06-25

Dwi Arifa , Dewi Nilam Tyas | Jurnal Kependidikan Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan Pengajaran dan Pembelajaran

This study aims to develop and test the feasibility and effectiveness of an educational board game assisted by digital question cards with the Teams Games Tournament (TGT) model. This research … This study aims to develop and test the feasibility and effectiveness of an educational board game assisted by digital question cards with the Teams Games Tournament (TGT) model. This research and development used Sugiyono's model with stages of potential and problems, data collection, product design, design validation, design revision, product trial, product revision, usage trial, and product revision. Data collection techniques included interviews, questionnaires, tests, and documentation. The subjects of this study were fifth-grade elementary school students. Data analysis techniques included the normality test as a prerequisite test, paired sample t-test or Wilcoxon signed-rank test, and N-Gain test. The board game that has been developed consists of concrete and digital components. The assessment from media and material experts was 94% and 96.6%, so it was categorized as very feasible. The board game was considered effective with an Asymp. Sig (2-tailed) in the usage trial of 0.000 so that Ha is accepted and H0 is rejected. The N-Gain score was 0.7058, with high criteria. The board game media was also considered very practical, with the results of the teacher and student response questionnaires amounting to 98.75% and 94.32%. So, the educational board game media assisted by digital question cards with the TGT model that researchers have developed is very feasible and effective in enhancing Natural and Social Sciences (IPAS) learning outcomes.

Türkçe Öğretmeni Adaylarının Mobil Okuryazarlık Becerilerinin Değerlendirilmesi

2025-06-24

Nihat KAVAN , Bünyamin SARİKAYA | Karadeniz Sosyal Bilimler Dergisi

Mobil teknolojilerin dili kullanma becerileri üzerinde önemli etkileri bulunmaktadır. Özellikle bu teknolojilerde Türkçenin zaman zaman yanlış ve özensiz kullanımı göze çarpmaktadır. Dolayısıyla çocuklara Türkçenin doğru kullanımını aktaracak, anlatacak ve öğretecek … Mobil teknolojilerin dili kullanma becerileri üzerinde önemli etkileri bulunmaktadır. Özellikle bu teknolojilerde Türkçenin zaman zaman yanlış ve özensiz kullanımı göze çarpmaktadır. Dolayısıyla çocuklara Türkçenin doğru kullanımını aktaracak, anlatacak ve öğretecek Türkçe öğretmeni adaylarının bu beceriye yönelik düzeylerinin bilinmesi önemlidir. Bu araştırmanın amacı Türkçe öğretmeni adaylarının mobil okuryazarlık becerilerini değerlendirmektir. Araştırmada, nicel araştırma yönteminin betimsel tarama deseni kullanılmıştır. Araştırmanın örneklemini, bir devlet üniversitesinin eğitim fakültesi Türkçe öğretmenliği bölümünde okumakta olan 160 öğretmen adayı oluşturmaktadır. Örneklemin seçiminde basit tesadüfi örnekleme tekniği kullanılmıştır. Araştırmanın veri toplama aracı olarak 2 alt boyut ve 20 maddeden oluşan Yetişkinlere Yönelik Mobil Okuryazarlık Ölçeği kullanılmıştır. Veriler, SPSS paket programı ile analize tabi tutulmuştur. Veri analizinde parametrik testler kullanılmıştır. Araştırma bulguları sonucunda Türkçe öğretmeni adaylarının mobil okuryazarlık becerilerinin “yüksek” düzeyde olduğu belirlenmiştir. Öğretmen adaylarının mobil okuryazarlık düzeyleri, cinsiyet açısından erkek öğretmen adayları lehine anlamlı farklılık göstermiştir. Sınıf düzeyi, mobil öğrenmede en fazla kullanılan araç, mobil cihazları en fazla kullanım amaçları ve günlük ortalama mobil cihaz kullanım süresi değişkenleri açısından ise anlamlı fark bulunmamıştır. Mobil okuryazarlık becerisi ile ilgili kuramsal ve uygulamaya dayalı nitelikli çalışma sayısının arttırılması önemlidir. Bunun yanı sıra genelde öğretmenlerin, öğretmen adaylarının özelde ise Türkçe öğretmeni adaylarının mobil okuryazarlık becerileri ile ilgili uygulamaya dayalı çalışmaların yapılması alana katkı sağlayabilir.

Mobile-Supported Blended Learning for Fractions: Enhancing Conceptual and Procedural Knowledge in Primary School Students

2025-06-23

Maria Arvanitaki , Nicholas Zaranis , Michalis Linardakis +1 more | Advances in Mobile Learning Educational Research

This study explores the impact of a blended learning approach on fifth-grade students’ conceptual and procedural knowledge of fractions. A quasi-experimental design was implemented with 130 fifth grade students from … This study explores the impact of a blended learning approach on fifth-grade students’ conceptual and procedural knowledge of fractions. A quasi-experimental design was implemented with 130 fifth grade students from public primary schools in socio-economically homogeneous areas of Heraklion, Crete (control group: n = 64; experimental group: n = 66). The intervention combined mobile-accessible H5P interactive tasks designed on e-Me learning platform, featuring dynamic environments in Geogebra, with hands-on activities using manipulatives and student-constructed models. Emphasis was placed on collaborative learning and verbal articulation of reasoning. Wilcoxon signed-rank tests revealed significant within-group improvements in both groups. However, the experimental group showed greater gains. Mann–Whitney U tests confirmed that improvements in conceptual and procedural knowledge were significantly higher in the experimental group (p = 0.003 and p = 0.008, respectively), with moderate effect sizes. These findings suggest that the blended learning approach substantially supports fraction learning by bridging conceptual and procedural aspects of knowledge. The use of browser-based, open-source software proved effective in creating personalised, engaging learning experiences. This study contributes to the growing discussion on technology-enhanced fraction learning by presenting a flexible, learner-centered approach that empowers teachers to design contextually responsive fraction learning experiences.

The role of chinhoyi university of technology library in support of education 5.0

2025-06-23

Nyarai Kasambuwa , Notice Pasipamire | Information Development

Education 5.0 represents a transformative shift in Zimbabwe's higher education sector, aiming to equip students with the skills necessary to drive economic growth and development. This policy focuses on evolving … Education 5.0 represents a transformative shift in Zimbabwe's higher education sector, aiming to equip students with the skills necessary to drive economic growth and development. This policy focuses on evolving university education from traditional methodologies to more innovative and industrialized approaches. However, the Chinhoyi University of Technology (CUT) Library faces challenges in aligning its services with the Ministry of Higher Education's mandate, which emphasizes a practice-based approach that integrates teaching, research, community engagement, innovation, and industrialization. This study investigates the role of the CUT Library in facilitating the implementation of Education 5.0 and identifies the associated challenges. Employing a sequential explanatory mixed methods design, the research incorporates both qualitative and quantitative strands to provide a comprehensive analysis. The sample size of 80 was determined using Krejcie and Morgan's (1970) method, balancing representation and practical constraints. The study's combined quantitative and qualitative findings reveal mixed perceptions of the CUT Library's services and resources in supporting Education 5.0, with a neutral mean score (M = 3.40, SD = 0.692) across key areas such as electronic resources, internet connectivity, catalog system, and physical space, indicating both satisfactory aspects and notable gaps. The study discovered several challenges that hinder effectiveness, including limited financial resources (75%), lack of staff training (52%), and limited access to current digital tools (75%). Additionally, the research highlights the need for improved training and professional development programs for library staff to enhance their capacity to support research, teaching, community engagement, innovation, and industrialization. CUT Library should strengthen support for Education 5.0 to foster a sustainable and innovative education system.

Mobile Devices in Student Learning: Enhancing Engagement or Contributing to Distractions?

2025-06-21

Emmanuel Yusuf Attah , Kehinde Felix Lamidi , Tsyegu Santas +1 more | Journal of Education Method and Learning Strategy

Integrating mobile devices into educational settings has reshaped traditional learning environments, offering both opportunities and challenges. This study aims to investigate the role of mobile devices in enhancing student engagement, … Integrating mobile devices into educational settings has reshaped traditional learning environments, offering both opportunities and challenges. This study aims to investigate the role of mobile devices in enhancing student engagement, academic performance, and overall learning outcomes. The major objectives include examining the benefits and drawbacks of mobile device use in education, identifying effective strategies for managing mobile device integration, and understanding its impact on student focus and motivation. A quantitative research design was employed, with data collected through surveys from students in various educational institutions. The findings indicate that while mobile devices enhance access to educational resources, promote collaboration, and increase student engagement, they also contribute to distractions and cognitive overload, affecting academic performance. Case studies, such as the University of Maryland’s mobile learning initiative and the "One Tablet per Student" program in Uruguay, provide insights into the practical challenges of integrating mobile technology in education. The study recommends, among others, that educators strike a balance between leveraging technologies for academic purposes and managing the distractions they may cause to ensure the effective use of mobile devices in enhancing educational outcomes.

Unravelling the tapestry of M-learning in English language teaching: a bibliometric analysis

2025-06-20

S. Hema , S N S Gandhimathi | Cogent Education

Development and Evaluation of a Free-to-Use 3D Mobile Application for a Virtual Chemistry Laboratory

2025-06-20

Sufyan Aslam , Jia Yi Han , Chun‐Yen Chang +1 more | Journal of Chemical Education

Impact de l’utilisation des réseaux sociaux sur les résultats académiques des étudiants : cas des étudiants résidant à l’internat de l’Institut Supérieur des Techniques Médicales de Bukavu, à l’Est de la République Démocratique du Congo.

2025-06-19

Daniel Shukuru Lossa | Revue Congolaise des Sciences & Technologies

L’utilisation des réseaux sociaux par les étudiants suscite des questionnements quant à son influence réelle sur leur résultat académique. A l'Institut Supérieur des Techniques Médicales de Bukavu, les apprenants logeant … L’utilisation des réseaux sociaux par les étudiants suscite des questionnements quant à son influence réelle sur leur résultat académique. A l'Institut Supérieur des Techniques Médicales de Bukavu, les apprenants logeant à l’internant sont d’une manière particulière exposée à l’utilisation exagérée de ces plateformes numériques suite aux connexions Wi-Fi gratuites mises à leurs dispositions par les responsables de cette institution. Cette étude avait pour objectif d’évaluer l’impact de l’usage de réseaux sociaux sur le résultat académique des étudiants. Elle s’est servie de la méthode quantitative, du type descriptif transversal et analytique avec un échantillon de 143 étudiants sélectionnés aléatoirement par un échantillonnage stratifié. Les données ont été récoltées sur base d’un questionnaire et analysées à l’aide de logiciel Stata 15. Les principaux résultats ont montré que 87,4 % des étudiants se connectaient régulièrement aux réseaux sociaux, sans un moment précis (62,2 %), majoritairement pour des raisons autres qu’académiques (64,4 %). Les principales plateformes utilisées étaient: WhatsApp, Facebook, Tik tok, Snapchat (64,3 %). L'analyse statistique a révélé que le moment d’utilisation de réseaux sociaux, le but principal d’utilisation de réseaux sociaux (p=0,047), la gestion d’usage de réseaux sociaux durant les séances des cours en classe et la période de révision p=0,025) étaient significativement associés résultats académiques des étudiants. Bien que les réseaux sociaux puissent servir d'outils éducatifs, une utilisation mal contrôlée peut nuire aux résultats académiques des étudiants. Il est donc crucial d'éduquer les étudiants à une utilisation responsable et d'incorporer l'enseignement numérique dans le programme d'études.

TWISTING TONGUES: ENHANCING GRADE 9 ENGLISH PRONUNCIATION THROUGH PHONETIC TONGUE TWISTERS INCORPORATING ELSA SPEAK

2025-06-19

Francel Perez , Isaac Roa | EPRA International Journal of Multidisciplinary Research (IJMR)

This study investigated the impact of using phonetic tongue twisters combined with the ELSA Speak app on improving English pronunciation among Grade 9 learners in Integrated Schools in the Philippines. … This study investigated the impact of using phonetic tongue twisters combined with the ELSA Speak app on improving English pronunciation among Grade 9 learners in Integrated Schools in the Philippines. Employing a mixed-methods approach, the research measured the significant difference between pre-test and post-test pronunciation scores and explored students’ experiences through interviews. Descriptive statistics showed that students’ mean pronunciation scores increased from pre-test (M = 5.10, SD = 8.63) to post-test (M = 10.87), indicating a notable improvement after the intervention. Inferential analysis using a paired samples t-test revealed a statistically significant difference between the pre-test and post-test scores, t(30) = 16.00, p < .001. The calculated Cohen’s d = 2.00 indicated a very large effect size, suggesting that the intervention had a substantial impact on students’ pronunciation proficiency. Thematic analysis of interview responses revealed positive student attitudes, increased motivation, and enhanced confidence in speaking English. These findings suggest that integrating technology-assisted pronunciation practice with traditional phonetic exercises effectively supports English language learning in secondary education. Keywords: Phonetic Tongue Twisters, ELSA Speak App, English Pronunciation Improvement, Grade 9 Learners, Mobile-Assisted Language Learning (MALL)

EXPLORING MOBILE- ASSISTED LANGUAGE LEARNING (MALL) AS A CATALYST FOR DIGITAL LITERACY AMONG DIGITAL NATIVE

2025-06-19

M Galuh Elga Romadhon | Deleted Journal

This qualitative study is designed to explore how Gen Z undergraduate English literature students use mobile phones to learn the language and develop digital literacy. It shall collect descriptive data … This qualitative study is designed to explore how Gen Z undergraduate English literature students use mobile phones to learn the language and develop digital literacy. It shall collect descriptive data on how experiences are perceived with intensive interviews with five students using the studied technological means for learning actively. This research will therefore employ narrative analysis, accounting for the shared themes, personal tales, and shifting role of MALL in order to trace each participant's learning trajectory. This research focuses on recent trends among the Gen Z population regarding how MALL fosters student engagement in building confidence and developing digital competencies through such rapidly changing technological times. The general challenges experienced by the students will also come to light through this study and hence provide useful insights into pragmatic implications of the MALL usage. Discussing advantages and challenges in the given study contribute to enabling better strategies for integrating MALL into the classroom for teaching English Literature and providing digital literacy skills necessary for the 21st century in Gen Z students.

Mobile Learning Media and Physics Education: Exploring Student Preferences, Competence, and Motivation in the Digital Era

2025-06-18

Muhammad Fadillah , Atifah Hirahmah , Nisa Cantika Fitri | Advances in Mobile Learning Educational Research

In this digital era, mobile technology has transformed the education system and made mobile learning media increasingly important, especially in physics education as a complex discipline. Mobile-based learning media, such … In this digital era, mobile technology has transformed the education system and made mobile learning media increasingly important, especially in physics education as a complex discipline. Mobile-based learning media, such as physics simulation applications accessed via mobile phones, interactive learning videos via tablets, and mobile learning platforms, have been shown to help students understand abstract and complex physics concepts. However, there is still a gap in the literature regarding how students' preferences for mobile-based learning media affect their physics learning competence and motivation in the context of physics education. This study aims to investigate the relationship between students' preferences for mobile-based learning media, physics competence, and learning motivation in physics learning. This study used a quantitative design with a survey method to collect data from 54 high school students in West Sumatra Province regarding their preferences for various types of mobile-based learning media in physics learning. Data were analyzed using multiple regression to determine the relationship between the variables studied. The results showed that students' preferences for mobile-based learning media had a significant positive impact on physics learning competence and motivation. The findings of the study also showed that students' preferences for PhET simulations accessible via smartphones, mobile-based educational social media applications, and physics learning videos had a significant influence on various aspects of students' physics competence and learning motivation. However, the impact varies depending on the type of learning media preferred and the pattern of students' mobile device usage in physics learning. This study provides valuable insights for physics education practitioners to improve students' learning experiences by considering students' preferences for mobile-based learning media. The implications of this study suggest that understanding and accommodating students' preferences for mobile-based learning media can significantly improve physics competence and learning motivation, thereby improving students' overall learning outcomes.

Students’ Perceptions Of English Teacher Use Of Podcasts in Teaching Listening Skill

2025-06-18

Joko Samudro , Muḥammad Miftāḥ , Zaitun Qamariah | JURNAL RISET RUMPUN ILMU PENDIDIKAN

This study explores students’ perceptions of podcast media used by English teachers in teaching listening comprehension at MA Darul Ulum Palangka Raya. Using a qualitative case study design, data were … This study explores students’ perceptions of podcast media used by English teachers in teaching listening comprehension at MA Darul Ulum Palangka Raya. Using a qualitative case study design, data were collected from 27 tenth-grade students through questionnaires, semi-structured interviews, observation, and documentation. The findings show that students generally held positive perceptions toward podcasts. Despite initial difficulties such as understanding native speakers’ accents, rapid speech, and limited vocabulary students overcame these challenges using strategies like repetition, subtitles, note-taking, and translation tools. Podcasts were found to support improvements in pronunciation, vocabulary, and overall listening comprehension. Students also appreciated the flexibility, accessibility, and engaging content podcasts offer, which enhanced their motivation in learning. However, some obstacles such as lack of consistency and motivation were also reported. Still, students developed adaptive strategies to stay engaged. This study concludes that podcast media can be an effective tool for improving EFL students’ listening skills when integrated with proper guidance and regular practice. The findings highlight the potential of podcasts as a supportive and accessible medium in English language instruction.

ELAA Med+: Using a Mock Patient Portal to Address Digital and Health Literacy in a Community-Based Adult ESOL Program

2025-06-16

Kate Van Roekel , Elizabeth Studstill , Edie Lantz Leppert | ADULT LITERACY EDUCATION THE INTERNATIONAL JOURNAL OF LITERACY LANGUAGE AND NUMERACY

Bridging early mathematics and real-life applications in elementary classrooms

2025-06-16

Mustafa Açıkgöz , Zeynep Yıldız | Journal of Pedagogical Research

CALL in Low-Tech Environments

2025-06-15

Francisca M. Ivone , Thomas N. Robb | Cambridge University Press eBooks

Impact of Context

2025-06-15

Jozef Colpaert , Astrid Cerpentier | Cambridge University Press eBooks

Examining the influence of outdoor experiential learning on ESL vocabulary retention

2025-06-14

Logenthini Mariappan | Cogent Education

Mobile-Enhanced Outdoor Education for Tang Sancai Heritage Tourism: An Interactive Experiential Learning Approach

2025-06-13

Jing Wang , Xing Zhang , Jasni Dolah | Education Sciences

Outdoor experiences significantly enrich intangible cultural heritage tourism, yet limited interaction often restricts deep cultural learning. This research investigates how a mobile application, grounded in experiential learning theory, enhances tourists’ … Outdoor experiences significantly enrich intangible cultural heritage tourism, yet limited interaction often restricts deep cultural learning. This research investigates how a mobile application, grounded in experiential learning theory, enhances tourists’ learning about Tang Sancai, a form of Chinese intangible cultural heritage, in the outdoor setting of Sancai Town, Luoyang. Employing a theory learning behavior design scenario framework, the application integrates activity-based exploration, reflective multimedia content, and immersive simulation scenarios to promote active participation, critical reflection, and context-rich outdoor learning experiences. Controlled experiments using pre- and post-tests and questionnaires revealed that participants using the application significantly outperformed those using conventional digital tools in knowledge retention, comprehension, and experiential learning outcomes. Technology acceptance analysis highlighted perceived usefulness as a critical driver of learning success. However, limited effects on behavioral progression suggest that short-term digital interactions may not sustain long-term behavioral change. This research offers a replicable mobile learning framework for outdoor cultural education, extends experiential learning theory to informal tourism contexts, and provides practical insights into using technology to enrich outdoor educational experiences, while supporting heritage preservation.

Insights into M-learning in Mathematics Education: A Bibliometric Study from 2007 to 2024

2025-06-12

Nurul Hazreen Hanafi , Mohamad Ikram Zakaria , Norulhuda Ismail +2 more | International Journal of Instruction

Mobile learning (M-learning) has emerged as a transformative approach in mathematics education. This approach provides flexible access to educational resources. Consequently, there was a need to conduct a bibliometric analysis … Mobile learning (M-learning) has emerged as a transformative approach in mathematics education. This approach provides flexible access to educational resources. Consequently, there was a need to conduct a bibliometric analysis to understand trends, key contributors, and research themes in the field of M-learning, particularly in the context of mathematics education and this study included 74 publications covering the years 2007-2024. Analytical tools such as biblioMagika® were used for metric calculations, OpenRefine for data cleaning, and VOSviewer for network visualization. The results of the bibliometric analysis reveal a significant increase in M-learning research after 2020. This growth is driven by the implementation of distance learning due to the COVID-19 pandemic. Among the countries contributing significantly are Indonesia, the United States, and Germany. Additionally, institutions like the University of Rijeka and Utah State University play key roles in this research. Previous studies also identify several main themes. These themes include engagement strategies, cognitive skill development, and collaborative learning. Frequently used keywords include "mobile learning", "mathematics education", and "game-based learning. The analysis indicates an h-index of 18 and a citation rate per publication of 13.55. Both metrics reflect the impact and academic engagement within this field. This comprehensive overview of M-learning in mathematics education provides valuable guidance for researchers, educators, and policymakers. The study also encourages continued exploration of M-learning’s potential to enhance mathematics learning outcomes globally.

Experimental Investigation on Reciprocal Teaching Using Misconception-Based Teachable Agents in Collaborative Learning

2025-06-10

Yugo Hayashi , Shigen Shimojo , Tatsuyuki Kawamura | Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference

Educating for Worldmaking and Equitable Engagement in Makerspaces: A Case Study of Ukrainian Students Collaborative Knowledge Creation and Sharing in a Norwegian School

2025-06-10

Larysa Kolesnyk , Brynjar Ólafsson , Camilla Groth +1 more | Computer-supported collaborative learning/The Computer-Supported Collaborative Learning Conference

Role of a Physical Computing Project for the Flexible Adaptation of the Curriculum: An Exploratory Study

2025-06-10

Jaai Uday Phatak , Ji Hye Park , Beatriz Perret +5 more | Proceedings.

Designing Chatbots for Place-based Environmental Education

2025-06-10

Alexandra Hernandez , Jennifer Pei , Ha Nguyen +2 more | Proceedings.

Mobile Learning in Medical Education

2025-06-06

Pramila Thapa , Ioannis Adamopoulos , Alisha Rijal | IGI Global eBooks

Mobile learning (mLearning) is revolutionizing medical education with its flexibility, accessibility, and interactive features. This chapter identifies gaps in integrating mLearning into curricula, focusing on challenges like digital distractions, usability, … Mobile learning (mLearning) is revolutionizing medical education with its flexibility, accessibility, and interactive features. This chapter identifies gaps in integrating mLearning into curricula, focusing on challenges like digital distractions, usability, and cost. Using PRISMA 2020 guidelines, it reviews literature from Scopus, Medline, PubMed, and Web of Science. Findings highlight benefits like enhanced engagement and clinical reasoning through gamified tools but note challenges like high costs and limited patient interaction. Recommendations include blended learning, collaboration, and theories like SDT and CLT to boost motivation and efficiency. The chapter emphasizes further research to optimize mLearning for improved global healthcare education.

What shapes tertiary learners' experiences and challenges in mobile-assisted seamless vocabulary learning? A case of Chinese as a foreign language

2025-06-06

Xiaosheng Zhou , Ying Soon Goh | Acta Psychologica

Adapting a Research-Based Fact-Fluency App for Classroom Use

2025-06-05

Mark P. Jensen , Peter Rich | International Journal of Designs for Learning

In the teaching of math-fact automaticity, most classroom teachers are unaware of research-based practices such as the use of a controlled response time, the scaffolded teaching of individual math facts, … In the teaching of math-fact automaticity, most classroom teachers are unaware of research-based practices such as the use of a controlled response time, the scaffolded teaching of individual math facts, the limiting of exposure to new math facts, the separation of math facts with common operands, and even the definition of automaticity. As a result, many commonly used tools and strategies are based on false assumptions and may be counterproductive. A research-based tool can teach math facts effectively, but its use in the classroom is complicated by the differences between teachers’ expectations of the tool and its actual function. In this paper, we describe the design process used to update Everybody Math, a research-based math-fact automaticity application, for classroom use, including the addition of a teacher dashboard. We explore how challenges to unfamiliar best practices can be addressed in the user experience design of the teacher dashboard. In our experience as designers, we find that when an educational tool implements research-based practice that conflicts with the classroom teacher’s familiar practices, the design of the user experience requires additional care. We believe that the user interface must communicate best practices in such a way that the teacher can understand how the tool should be used, as well as how to use it. Thus, we feel the design must strike a delicate balance, preserving best practice while working within an existing framework of expectations, beliefs, goals, and classroom structure.

Investigation on the impact of learning mathematics using mobile phones at higher institutions in a Tanzanian context

2025-06-04

Emmanuel Deogratias , Festo Focus , Emmanuel Matumba | UNION Jurnal Ilmiah Pendidikan Matematika

This paper presents the impact of learning mathematics using mobile phones at higher institutions in a Tanzanian context. The quantitative approach was employed in this study for numerical data collection. … This paper presents the impact of learning mathematics using mobile phones at higher institutions in a Tanzanian context. The quantitative approach was employed in this study for numerical data collection. Two hundred and five students participated in this study. A questionnaire was used while collecting data. Content analysis was used in the analysis process of the collected data. The tools used to analyze data included statistical software such as SPSS, a high-performance programming language and numerical computing environment developed by MathWorks. It was found that a large number of students frequently use mobile phones in learning mathematics. Also, mobile phones help students improve their understanding of mathematical concepts, including solving mathematical problems. They also help students collaborate with their peers while learning mathematics. From the results, using mobile phones supports students to enhance their learning of mathematics in university mathematics classrooms. The study concludes that mobile phone usage has a significant positive impact on students’ mathematics learning by facilitating problem-solving, conceptual understanding, engagement, and collaboration. Furthermore, this research contributes valuable insights to support policymakers and educators in developing strategies and professional development programs for effective mobile learning integration in Tanzanian higher education.