Advances in Mobile Learning Educational Research最新文献

Exploring the impact of mobile devices in electronics e-learning: A case study evaluating the effectiveness of mobile learning applications in the field of electronics and sensors 探索移动设备在电子技术电子学习中的影响：评估电子和传感器领域移动学习应用有效性的案例研究

Advances in Mobile Learning Educational Research Pub Date : 2024-06-14 DOI: 10.25082/amler.2024.02.001

Khalid Ghoulam, B. Bouikhalene, Abdelghani Babori, N. Falih

{"title":"Exploring the impact of mobile devices in electronics e-learning: A case study evaluating the effectiveness of mobile learning applications in the field of electronics and sensors","authors":"Khalid Ghoulam, B. Bouikhalene, Abdelghani Babori, N. Falih","doi":"10.25082/amler.2024.02.001","DOIUrl":"https://doi.org/10.25082/amler.2024.02.001","url":null,"abstract":"Integrating mobile devices into educational environments has revolutionised e-learning, presenting new opportunities and challenges. This research paper aims to examine the pivotal role of mobile devices in the e-learning environment and assess the effectiveness of mobile learning applications in enhancing the educational experience. The study employs a mixed-methods approach, combining quantitative data through surveys and usage analytics with qualitative insights from interviews and focus group discussions. By analysing the perspectives of both educators and learners, the research investigates how mobile devices contribute to the flexibility and accessibility of e-learning content. Additionally, the paper evaluates the effectiveness of various mobile learning applications in promoting engagement, knowledge retention, and overall learning outcomes. It scrutinises the features that contribute to the success of these applications, such as user interface design, interactivity, and adaptability to diverse learning styles. Furthermore, the research delves into the challenges of mobile learning, including device compatibility, connectivity, and user motivation issues. Strategies to overcome these challenges and optimise the benefits of mobile learning are explored. The findings of this study are expected to provide valuable insights for educators, curriculum designers, and developers of mobile learning applications. The research aims to contribute to the ongoing discourse on the effective integration of mobile devices in e-learning environments and offer recommendations for optimising the design and implementation of mobile learning strategies. Ultimately, this exploration seeks to foster a deeper understanding of the potential of mobile devices in shaping the future of education.","PeriodicalId":405558,"journal":{"name":"Advances in Mobile Learning Educational Research","volume":"9 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141340666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating academic staff behavioral intention and readiness to utilise mobile devices for instructional delivery among tertiary institutions in Sokoto State, Nigeria 调查尼日利亚索科托州高等院校教职员工使用移动设备授课的行为意向和准备情况

Advances in Mobile Learning Educational Research Pub Date : 2024-06-06 DOI: 10.25082/amler.2024.01.015

Usman Abubakar, A. A. Yunusa

{"title":"Investigating academic staff behavioral intention and readiness to utilise mobile devices for instructional delivery among tertiary institutions in Sokoto State, Nigeria","authors":"Usman Abubakar, A. A. Yunusa","doi":"10.25082/amler.2024.01.015","DOIUrl":"https://doi.org/10.25082/amler.2024.01.015","url":null,"abstract":"This research investigates academic staff's behavioural intentions and technological readiness regarding integrating mobile devices for instructional delivery among tertiary institutions in Sokoto State, Nigeria. Descriptive statistics were used to analyse responses from 325 academic staff members regarding their behavioural intentions, technological readiness, challenges, and perceptions of mobile device integration. The findings reveal a generally positive disposition among academic staff towards mobile device utilisation, with high mean scores indicating willingness to integrate mobile devices into teaching activities and positive perceptions of their impact on student learning outcomes. Despite challenges such as inadequate technological infrastructure, limited professional development opportunities, and resistance to change, it is crucial to implement strategic interventions. Recommendations have been made to improve institutional collaboration, infrastructure, technical support systems, and professional development to facilitate effective mobile device integration. These findings contribute to the discourse on technology-enhanced learning in Nigerian higher education and offer practical insights for policy-makers, administrators, and educators seeking to harness the potential of mobile devices for educational advancement.","PeriodicalId":405558,"journal":{"name":"Advances in Mobile Learning Educational Research","volume":"33 S126","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141377623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review 在学前和小学教育中使用增强现实技术教授和学习自然科学：文献综述

Advances in Mobile Learning Educational Research Pub Date : 2024-05-24 DOI: 10.25082/amler.2024.01.013

Georgios Lampropoulos

{"title":"Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review","authors":"Georgios Lampropoulos","doi":"10.25082/amler.2024.01.013","DOIUrl":"https://doi.org/10.25082/amler.2024.01.013","url":null,"abstract":"Augmented reality has the potential to transform and enrich Natural Sciences education. This is particularly true in preschool and primary education. This study aims to provide a literature review regarding the use of augmented reality in preschool and primary education to teach and learn Natural Sciences, Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics. A total of 63 related studies are examined. Based on the results, augmented reality emerged as a valuable and effective educational tool that can improve teaching and learning of Natural Sciences and its branches (e.g., Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics) in kindergarten and elementary schools. Students, teachers, and parents expressed positive attitudes and emotions about the use of augmented reality in education. Students that learned through augmented reality applications achieved better learning outcomes than those who learned through traditional means and methods. Specifically, augmented reality helped students acquire a deeper understanding of the concepts taught, improved their self-learning, and increased their engagement, motivation, comprehension, flow, and academic performance. Augmented reality can also help teachers provide lessons of high quality. Moreover, the ability of augmented reality to support both formal and informal learning was evident. Augmented reality also effectively supported collaborative learning, scaffolding, and experiential learning and enabled students to communicate and interact with their peers, surrounding environment, and digital content. Finally, augmented reality arose as an educational means that can improve students' ecological empathy as well as environmental consciousness and awareness. Based on the findings, implications and future research directions are provided.","PeriodicalId":405558,"journal":{"name":"Advances in Mobile Learning Educational Research","volume":"1 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141101373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pre-school teachers' digital concept maps and instructional design practices 学前教师的数字概念图和教学设计实践

Advances in Mobile Learning Educational Research Pub Date : 2024-05-23 DOI: 10.25082/amler.2024.01.012

Argyris Nipyrakis

{"title":"Pre-school teachers' digital concept maps and instructional design practices","authors":"Argyris Nipyrakis","doi":"10.25082/amler.2024.01.012","DOIUrl":"https://doi.org/10.25082/amler.2024.01.012","url":null,"abstract":"Concept mapping has been a useful and effective technique for representing and assessing science content knowledge. Technological advances have also allowed the creation of user-friendly digital concept map applications. However, there appears a need to examine pre-service teachers' digital concept mapping practices in relation to their instructional design practices i.e. lesson planning. Hence, this study investigated the quality of pre-service pre-school teachers' (n = 26) digital concept maps in reference to the quality of their lesson plans. The quality of the digital concept maps was assessed based on an examination of the quality of a) structure, b) content, and c) their overall quality. Furthermore, it examined teachers' preferences and reflections on digital concept maps in relation to physical (i.e. paper-and-pencil) concept maps. Mixed methods were used including qualitative analysis and statistical correlations of the quality scores of the lesson plans and concept maps. Findings revealed no significant correlation between the quality of digital concept maps and the quality of lesson plans, while the consistency of the focus between the two correlated significantly with the quality of the digital concept maps. The number of concepts, propositions and cross-links as well as conceptual hierarchy were found as indicators of the overall quality of the digital concept maps. A comparison between digital and physical concept maps revealed that teachers' views and arguments varied between the two. The findings of the study speak to the relevance and applicability of digital concept maps for teacher training programmes.","PeriodicalId":405558,"journal":{"name":"Advances in Mobile Learning Educational Research","volume":"7 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141106975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student attitudes towards smartphone use in a pre-service teacher tech course 学生对职前教师技术课程中使用智能手机的态度

Advances in Mobile Learning Educational Research Pub Date : 2024-05-17 DOI: 10.25082/amler.2024.01.011

Benard Chindia, Sheilla Namusia Wawire

{"title":"Student attitudes towards smartphone use in a pre-service teacher tech course","authors":"Benard Chindia, Sheilla Namusia Wawire","doi":"10.25082/amler.2024.01.011","DOIUrl":"https://doi.org/10.25082/amler.2024.01.011","url":null,"abstract":"In contemporary classrooms, characterized by students who are digital natives with a firm reliance on mobile phones, integrating these devices into educational activities presents an opportunity to enhance learning experiences and increase engagement. This qualitative case study investigates undergraduate pre-service teachers’ perceptions of using smartphones for learning activities in a Teacher Education Program (T.E.P.) technology course at a 4-year institution in the U.S. The researchers sought to examine how the use of smartphones influenced the students’ learning experiences. Understanding students' experiences can inform the development of strategies to enhance technology-integrated lessons and foster improved learning environments. The findings indicated that students had positive experiences with using smartphones in class. They found the devices to help enhance online learning security and were reliable, versatile, and affordable compared to other forms of technology. The ability of the devices to download and accommodate a variety of educational materials was also a valuable attribute for the students. However, challenges associated with unrestricted phone access in the classroom, including the risk of addiction, distraction, decreased engagement, and concerns regarding academic integrity, were reported. As smartphones become integral to our learning environment, educators should establish policies promoting responsible usage to optimize students' learning potential rather than imposing bans. The researchers propose that institutions invest in innovative software solutions to manage smartphone usage proactively. This approach enables students to enhance their focus and productivity during crucial learning moments while mitigating distractions posed by mobile phones.","PeriodicalId":405558,"journal":{"name":"Advances in Mobile Learning Educational Research","volume":"52 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140965568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers' perspectives on artificial intelligence in education 教师对人工智能教育的看法

Advances in Mobile Learning Educational Research Pub Date : 2024-03-07 DOI: 10.25082/amler.2024.01.005

Derya Uygun

引用次数: 0

Social media addiction and loneliness of high school students 社交媒体成瘾与高中生的孤独感

Advances in Mobile Learning Educational Research Pub Date : 2023-11-28 DOI: 10.25082/amler.2023.02.016

Yafes Can

{"title":"Social media addiction and loneliness of high school students","authors":"Yafes Can","doi":"10.25082/amler.2023.02.016","DOIUrl":"https://doi.org/10.25082/amler.2023.02.016","url":null,"abstract":"The purpose of this study was to determine whether high school students' addictions to social media and feelings of loneliness were related. The UCLA loneliness scale, and the social media addiction scale were applied for this purpose. To supplement the quantitative data, a semi-structured questionnaire was also created, and students' perspectives on social media addiction and loneliness were evaluated. The study was conducted in a Turkish Anatolian high school student. 30 students took part in the study's qualitative part, whereas 379 students took part in the study's quantitative part. The study's quantitative findings and the data acquired from them showed that the students generally have a moderate level of social media addiction and a moderate level of loneliness. Additionally, the connection between students' addictions to social media and feelings of loneliness was investigated, and it was found through quantitative data that there was no such association. Nevertheless, qualitative data showed a connection between students' social media addictions and loneliness. While the qualitative findings match with the literature, the quantitative findings disagree with it when compared to other studies of a similar nature. As a result of the study, it can be seen that high school kids have moderate degrees of social media addiction and moderate level of loneliness. As a result, although quantitative data doesn't support, based on the qualitative data it can be said that high school students' addictions to social media may deprive them from real social environment and may lead them being loneliness.","PeriodicalId":405558,"journal":{"name":"Advances in Mobile Learning Educational Research","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139227508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The development of kobatar learning media for learning mathematics in elementary school 开发用于小学数学学习的 Kobatar 学习媒体

Advances in Mobile Learning Educational Research Pub Date : 2023-11-22 DOI: 10.25082/amler.2023.02.015

Lisaana Shidqi, T. Trisniawati, N. Rhosyida

引用次数: 0

Influence and scope of mobile learning in higher education: A systematic literature review 移动学习在高等教育中的影响和范围:系统的文献综述

Advances in Mobile Learning Educational Research Pub Date : 2023-10-23 DOI: 10.25082/amler.2023.02.014

Devendra Kumar, Bhagwati Prasad Pande

{"title":"Influence and scope of mobile learning in higher education: A systematic literature review","authors":"Devendra Kumar, Bhagwati Prasad Pande","doi":"10.25082/amler.2023.02.014","DOIUrl":"https://doi.org/10.25082/amler.2023.02.014","url":null,"abstract":"Due to the soaring progression in portable innovations and mobile technology, the popularity of mobile phones has expanded dramatically, which has led to the widespread adoption of mobile gadgets by almost every age group, especially the youth. The apparent consequence is embracing mobile phones in teaching-learning processes. Researchers have been inclined to study the potential and impact of incorporating mobile devices into the education system in recent years. Many studies have been conducted to explore the viability of integrating mobile gadgets into the higher education system. However, only a few works have addressed the realm from the perspective of the Indian higher education system. The present work employs the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework and endeavours to contribute to the literature by exercising a systematic literature review of the open-access literary works carried out from the standpoint of India, especially the Uttarakhand province. The essential keywords, inclusion/exclusion criteria, and research questions addressing the cruxes of the desired investigation are contemplated and designed first. The articles are then populated from the leading academic databases, general web resources, and government reports. The PRISMA guidelines are followed to filter out articles satisfying the adopted criteria. The final shortlisted articles are then rigorously studied to develop insights and to answer the framed questions. The observations signalize the need to frame effective policies and address the hurdles to optimize the usage and impact of mobile learning in Indian higher education, including the education system of Uttarakhand.","PeriodicalId":405558,"journal":{"name":"Advances in Mobile Learning Educational Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the impact of using Chat-GPT on student learning outcomes in technology learning: The comprehensive experiment 探讨技术学习中使用Chat-GPT对学生学习成果的影响:综合实验

Advances in Mobile Learning Educational Research Pub Date : 2023-10-18 DOI: 10.25082/amler.2023.02.013

Muhammad Hakiki, Radinal Fadli, Agariadne Dwinggo Samala, Ade Fricticarani, Popi Dayurni, Kurniati Rahmadani, Ayu Dewi Astiti

{"title":"Exploring the impact of using Chat-GPT on student learning outcomes in technology learning: The comprehensive experiment","authors":"Muhammad Hakiki, Radinal Fadli, Agariadne Dwinggo Samala, Ade Fricticarani, Popi Dayurni, Kurniati Rahmadani, Ayu Dewi Astiti","doi":"10.25082/amler.2023.02.013","DOIUrl":"https://doi.org/10.25082/amler.2023.02.013","url":null,"abstract":"This experimental study investigates the impact of integrating Chat GPT (Generative Pre-trained Transformer) on student learning outcomes in technology education at Universitas Muhammadiyah Muara Bungo. The research involves an experimental group using Chat GPT and a control group with conventional methods. Data from 31 participants in each group were collected, assessing learning outcomes through final test scores. Analyzing the results with a t-test, the experimental group displayed significantly higher achievements than the control group, highlighting the positive effect of incorporating GPT Chat into educational technology. The study illuminates the potential of AI-powered chatbots like Chat GPT to enhance student learning outcomes. Further exploration is required to gauge its adaptability across diverse educational contexts for more enhanced learning results. T-test results, conducted at a 95% confidence level with α 0.05, and degrees of freedom dk = n1 + n2 - 2 = 60, showed tcount of 5.424 against ttable of 2.000, firmly establishing tcount > ttable (5.424 > 2.000). Consequently, the null hypothesis (H0) proposing no significant impact of Chat GPT utilization is refuted. Conversely, the alternative hypothesis (H1), signifying a significant influence from Chat GPT usage, is upheld, affirming its substantial role in students' technological education.","PeriodicalId":405558,"journal":{"name":"Advances in Mobile Learning Educational Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135884214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1