Impact of Mobile Learning on Students’ Achievement Results

Klímová, Blanka

doi:10.3390/educsci9020090

Cited by 141 publications

(131 citation statements)

References 22 publications

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“…Nowadays, mobile-assisted language learning (MALL) appears to be well established EFL methodology, especially at a university level [3][4][5] because it enables students to carry this mobile device easily and study from it anywhere, at any time, and according to their own pace [6]. Moreover, students can get immediate feedback on their performance [3,7]. Apart from the immediate feedback, perceived content is an important factor that affects user satisfaction with a mobile application.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions of an EFL Vocabulary Learning Mobile Application

Klímová

Poláková

2020

Education Sciences

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Mobile devices have penetrated all spheres of human activities, including education. Previous research has shown that smartphones are becoming widely used in learning as they can improve knowledge retention and increase student engagement. The purpose of this study was to discuss students’ perception of the use of a mobile application aimed at learning new English vocabulary and phrases and describe its strengths and weaknesses as perceived by the students. In total, 28 university students answered a pen and paper questionnaire survey after experiencing the app during one semester. Overall, the students’ agreement to the positive aspects displayed in the questionnaire prevailed over their disagreement or neutral opinions. The mobile app helped students prepare for the final achievement test, learning was accessible from anywhere and at any time, students appreciated the corrective feedback and would opt for the implementation of the mobile app in other courses taught at the faculty. On the other hand, as the findings indicate, the students reported that the app was not very supportive regarding communication performance; they did not find the teachers’ notifications encouraging and they did not use the pronunciation support much, which was caused by various factors, such as offering students words and phrases without context or not testing all the items in the final credit test. The findings of this study contribute to the existing knowledge of students’ perceptions of the use of mobile apps for learning purposes.

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Section: Introductionmentioning

confidence: 99%

Students’ Perceptions of an EFL Vocabulary Learning Mobile Application

Klímová

Poláková

2020

Education Sciences

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“…These methods of education differ mainly in the way they organize the relation between teachers and the learners. According to Martel [16], these methods are classified into three situations: (1) a frontal situation, where participants have individual activities with no relations with other participants, the teacher coordinates controls and has a central position in the exchange and in communication; (2) an open situation, where participants can cooperate freely with their peers or with the teacher(s). In this situation, each participant is supposed to produce results; and (3) a collective situation, where participants cooperate in order to solve a collective problem which has been given to them.…”

Section: Educational Paradigmsmentioning

confidence: 99%

“…Learner (1) PA-PA-OO-CD-PA-SE-NT-SE-SD Learner (2) PA-PC-CD-PA-PA-SE-SD-SE-SD Learner 3NT-PC-PC-CD-NT-SE…”

Section: Learner Number Interactions Sequencementioning

confidence: 99%

“…Learner (1) PA-PA Learner (2) PA-PC-OO Learner 3NT-PA-CD-SD Learner (4) NT-NT-SE Learner (5) PA-PA-CD-NT-OO-SD-SD-SE Learner (6) PA-PA-CD-SE-NT Learner 7PA-CD-SE-NT Learner (8) PA-PC-CD-SD-SD After building the interaction sequence, the social agent builds the FCS learner's participations ranking as shown in Table 13. It can be noticed that the group performance for class PA equals 10 and the total group performance is 28.…”

Section: Learner Number Interactions Sequencementioning

confidence: 99%

“…Rodríguez et al [1] confirmed the fact that information technology (IT) tools, such as mobile devices, have multiplied the possibilities to carry out collaborative work. Mobile learning (m-learning) is a hot research area that enables learners to access learning resources ubiquitously from anywhere and at any time using their mobile devices [2,3]. Most of the progress made in this field has been influenced by the evolving mobile technological infrastructure [4] and the development of wireless technology [5].…”

Section: Introductionmentioning

confidence: 99%

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Collaborative Mobile-Learning Architecture Based on Mobile Agents

et al. 2020

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The connection between collaborative learning and the new mobile technology has become tighter. Mobile learning enhances collaborative learning as learners can access information and learning materials from anywhere and at any time. However, supporting efficient mobile learning in education is a critical challenge. In addition, incorporating technological and educational components becomes a new, complex dimension. In this paper, an efficient collaborative mobile-learning architecture based on mobile agents is proposed to enhance learning activity and to allow teachers and students to collaborate in knowledge and information transfer. A mobile agent can control its own actions, is able to communicate with other agents, and adapts in accordance with previous experience. The proposed model consists of four components: the learner agent, the teacher agent, the device agent and the social agent. The social agent plays the main role in the collaborative tasks since it is responsible for evaluating the collaborative interactions among different learners. Additionally, it offers an evaluation indicator for the learners’ collaboration and supplies the teacher with learner’s collaboration reports. The proposed model is evaluated by introducing a collaborative mobile-learning case study applied to two full classes of undergraduate students. To conduct the model experiments, students were asked to complete a questionnaire after they used the proposed model. The questionnaire results statistically revealed that the proposed architecture is easy to use and access, well-organized, convenient, and facilitates the learning process. The students thought the proposed m-learning application should complement rather than replace the traditional lectures. Moreover, the experimental results show that the proposed collaborative mobile learning model enhances the learner’s skills in problem solving, increases the learner’s knowledge in comparison with individual learning, and social agent encourages learners for more participation in the learning tasks. Based on the experiments conducted, the authors found that the proposed model can improve the quality of the learning process by assessing learners’ and groups’ collaboration, and it can help teachers make learners improve how they work in groups. This also provides various ways of assessing learners abilities and skills in groups. It is also possible to integrate the collaborative e-learning with the proposed collaborative m-learning.

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An Assessment of the Behavioral Intention of Generation Z Toward the Adoption of Digital Learning Applications

Singh

Kushwaha

2021

IoT and Cloud Computing for Societal Good

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Impact of Mobile Learning on Students’ Achievement Results

Cited by 141 publications

References 22 publications

Students’ Perceptions of an EFL Vocabulary Learning Mobile Application

Students’ Perceptions of an EFL Vocabulary Learning Mobile Application

Collaborative Mobile-Learning Architecture Based on Mobile Agents

An Assessment of the Behavioral Intention of Generation Z Toward the Adoption of Digital Learning Applications

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