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This study examines the effect of mobile learning applications on undergraduate students' academic achievement, attitudes toward mobile learning and animation development levels. Quasi-experimental design was used in the study. Participants of the study were students of the Buca Faculty of Education at Dokuz Eylul University in Turkey. The experiment was conducted during the first semester of 2013-2014 academic year. A mobile learning-based strategy was used in experimental group (n?=?15), while the control group participated in a lecture-based classroom (n?=?26). An attitude scale was used to measure the students’ attitudes toward mobile learning, and achievement test was used to examine the effect of mobile learning applications on the students’ achievement. In order to evaluate the animations developed by students, a rubric was used. For exploratory analysis, interviews were conducted with students. The findings suggest that mobile learning may promote students' academic achievement. Both groups had significantly high attitude scores toward mobile learning. Furthermore, the students appreciated mobile learning as an approach that may significantly increase their motivation. Researchers and practitioners should take into consideration that mobile learning can create positive impact on academic achievement and performance and increase the motivation of students.

This present study was conducted with the purpose of developing an attitude scale towards mobile learning. Related literature was reviewed primarily in the process of developing the scale. Then by seven open-ended questions related with mobile learning were asked to 78 students. Taking the advantages of the data collected and the expert opinions, an item pool including 57 items was developed. In order to insure the content validity, the experts' opinions were used. In accordance with the recommendations and the opinions of the experts, the items were re-evaluated. The items which did not include attitude expression or which were alike were removed from the scale item pool. After making the revisions, the item pool included 52 items. These items created as five-point Likert-type and rated as totally agree (5), agree (4), partially agree (3), disagree (2), totally disagree (1). The pilot study was conducted with 326 undergraduate students, who studies in different departments in Dokuz Eylül University, Buca Faculty of Education and Anadolu University, Faculty of Education, in the first term of the 2013-2014 academic year. KMO value found as .936. 21 items of the scale grouped by four factors and explain the %51.116 of the total variance of the scale is determined in the result of factor analysis. 45 items which item load is higher than .40 were included to scale. The last version of the scale consists four factors and 45 items which loadings are between .82 and .40. The Cronbach's alpha internal consistency coefficient which belongs the last version of the scale was computed as .950 and was seen as very highly reliable. The item analysis based on the difference between the upper and lower group results of the all items in the scale found significantly distinguished (p<.05). This research is expected to contribute researchs which will be held in the field of mobile learning with undergraduate students.

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