An Exploratory Study On Students  Mobile Technology Usage As Learning Tool At Aljouf University In Saudi Arabia

Alenezi, Abdulhameed Rakan

doi:10.36752/1764-006-005-023

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our analysis of these papers shows contrasting perceptions between students and lecturers on the use of m-learning in university learning environments. Further finding shows that students are willing to use and adopt mobile devices and applications for learning purposes if they are made easy to use especially through providing more bigger screens, and high internet access [21], [22] For example, the study conducted by [32] to investigate students at Al-Jouf University in Saudi Arabia acceptance whether mobile technologies such as tablets, PDAs, iPads, and smartphones being used currently are useful and easy to use for instructional purposes. and to what extent the student's perceived mobile technologies as a self-independent learning tool and as an integration and interactive tool in classrooms.…”

Section: Q4 To What Extent That Student's Acceptance the Mlearning Imentioning

confidence: 99%

A Systematic Literature Review on Mobile Learning in Saudi Arabia

Abdulrahman¹,

Benkhelifa

2017

2017 IEEE/ACS 14th International Conference on Computer Systems and Applications (AICCSA)

View full text Add to dashboard Cite

This systematic review collects, documents, examines and critically analyzes the current research literature on m-learning in higher education institutes in Saudi Arabia, published between 2010 and 2017. It explores the m-learning frameworks, the acceptance of m-learning and the factors that influence the deployment of m-learning. It also investigates the trends in m-learning by systematically analyzing the previous studies. This review explores new emerging practices relating to the use of mobile technologies in nursing education and aims to identify gaps in the research literature. The result shows reasonable evidence that the HEIs in Saudi Arabia face considerable challenges in implementing m-learning. It also presents a lack and existing studies with no theoretical framework, assessing the effectiveness of m-learning within Saudi Arabia HEIs. The absence of studies reporting existing mlearning study reflects the limited penetration of this technology and associated pedagogies and a need to strengthen research in this field.

show abstract

Section: Q4 To What Extent That Student's Acceptance the Mlearning Imentioning

confidence: 99%

A Systematic Literature Review on Mobile Learning in Saudi Arabia

Abdulrahman¹,

Benkhelifa

2017

2017 IEEE/ACS 14th International Conference on Computer Systems and Applications (AICCSA)

View full text Add to dashboard Cite

show abstract

“…Participants also pointed out that M-learning can bring new learning opportunities, save time, and enable them to get feedback from lecturers quickly and easily. Alanazi 12 found that students who graduated with Diploma in Education from Al Jouf University used mobile technology to support learning, allowing easier access to learning materials, content, and instructor interaction. These applications made learning easier, accessible, and customizable.…”

Section: Introductionmentioning

confidence: 99%

Comparing Knowledge Acquisition and Retention Between Mobile Learning and Traditional Learning in Teaching Respiratory Therapy Students: A Randomized Control Trial

Alhamad¹,

Agha²

2023

AMEP

View full text Add to dashboard Cite

Purpose Mobile learning (m-learning) is one of the trends in health professions’ education. It has a promising future in education, but it also presents various challenges and risks. This research seeks to highlight some of the greatest accomplishments, opportunities, and issues related to m-Learning in teaching and learning. We believe the findings help us maximize the positive effects of m-Learning while minimizing any potential drawbacks associated with the technological changes taking place in education. The study aimed to compare respiratory therapy students’ knowledge acquisition and retention between using m-learning and traditional learning. Participants and Methods Randomized pre-test, post-test, control group design was used. All 3rd year (N = 46) respiratory therapy students in one governmental university in Saudi Arabia were randomly assigned to either intervention or control group. Both groups took the same content of arterial blood gas lecture for 2 hours. The intervention group took the lecture using m-learning; two mobile apps: (1) ABG Book, (2) Arterial Blood Gas (Lite). The traditional learning (lecture-based learning) was used for the control group. The same test was conducted before, immediately after, and two weeks after the lecture. The duration of the test was 30 minutes. The data were analyzed using independent t -test and repeated measured ANOVA using p < 0.05. IRB Approval was obtained. Results Forty-five students participated. Although no statistically significant difference was found on knowledge acquisition and retention between the two types of learning (p = 0.305, p = 0.904, respectively), it was found among the three time-points within each group (p < 0.001). Conclusion Both m-learning and traditional learning are effective in increasing knowledge acquisition and retention. However, no one is better than the other. Further researches were needed with larger sample size through multi-institutional studies to validate the results of this study.

show abstract

An Exploratory Study On Students Mobile Technology Usage As Learning Tool At Aljouf University In Saudi Arabia

Cited by 2 publications

References 0 publications

A Systematic Literature Review on Mobile Learning in Saudi Arabia

A Systematic Literature Review on Mobile Learning in Saudi Arabia

Comparing Knowledge Acquisition and Retention Between Mobile Learning and Traditional Learning in Teaching Respiratory Therapy Students: A Randomized Control Trial

Contact Info

Product

Resources

About