Issues in mobile learning technology

Little, Bob

doi:10.1108/09670731311318361

Cited by 18 publications

(11 citation statements)

References 2 publications

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“…However, if an app contains too much information pertaining to a topic, it takes away from the mobile learning experience. As Little [43] reports, "content for m-learning programs needs to focus on essential information. .…”

Section: Discussionmentioning

confidence: 99%

Student use and pedagogical impact of a mobile learning application

Teri

Acai

Griffith

et al. 2013

Biochem Molecular Bio Educ

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Mobile learning (m-learning) is a relevant innovation in teaching and learning in higher education. A mobile app called NutriBiochem was developed for use in biochemistry and nutrition education for students in a second year Biochemistry and Metabolism course. NutriBiochem was accessed through smartphones, tablets, or computers. Students were surveyed upon completion of the final exam (n 5 88). Survey questions assessed frequency of use, motivations for use, and perceptions of app usefulness. The pedagogical impact of NutriBiochem was evaluated by measuring the relationship between frequency of use and final course grade. Just over half of the students used the app, and 80% of users accessed the app moderately or infrequently. Smartphones were the most common device and the preferred device on which to access the app. There were no statistical differences in mean final grade between users and nonusers.Students with higher comfort levels with technology accessed the app more broadly than those with lower level of comfort with technology. Over 75% of students agreed that NutriBiochem was a useful learning tool, but fewer ( 45%) felt it helped them perform better in the course. The findings of this study are important, as they suggest that NutriBiochem is an effective study tool for students who are comfortable with technology, and access it regularly. Overall, the use of mobile applications in science education has been shown to be: 1) effective in enhancing students' learning experience; 2) relevant and important as an emergent method of learning given modern pressures facing higher education; and, 3) met with positive student attitudes and perceptions in terms of adopting and using such technology for educational purposes. V C 2013 by The International Union of Biochemistry and Molecular Biology, 42(2):121-135, 2014.

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Section: Discussionmentioning

confidence: 99%

Student use and pedagogical impact of a mobile learning application

Teri

Acai

Griffith

et al. 2013

Biochem Molecular Bio Educ

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“…At the point when versatile learning is added to the training procedure in developing nations, clients may experience challenges in its application, one of these being specialised issues that may emerge for the student [19]. In addition, some instructive materials created for use with work area gadgets or workstations may not be suitable for smart gadgets or telephones utilised by students, except if they incorporate certain changes that make them usable in the two places [34]. This issue has recently been resolved with numerous instructive stages for supporting work area views and versatile views.…”

Section: Concept Of Mobile Learningmentioning

confidence: 99%

“…Learning materials created for desktop or laptop use may not suit mobile devices unless altered to do so relating to screen size [34]. One issue that most affects mobile usage is everyday human behaviour, such as reducing internet bills, lending mobile phones to others without due care, and services that need payment [94].…”

Section: Influencing Factorsmentioning

confidence: 99%

Towards Sustainable Mobile Learning: A Brief Review of the Factors Influencing Acceptance of the Use of Mobile Phones as Learning Tools

et al. 2020

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Mobile phones have become widespread in the modern era. One contemporary use of mobile phones is in the education field, commonly known as M-Learning. Subsequent to the growth of M-Learning, developers of educational mobile applications need to understand what the user requirements are, and how to satisfy them. In order to measure user satisfaction while engaging with mobiles as learning tools, many models have been created using the Unified Theory of Acceptance and Use of Technology, and other models such as the Technology Acceptance Model. However, none of these has focused on the technical factors affecting the users’ intentions to use their mobile phones as learning tools. Due to technical limitations, as well as human psychology, mobile phone learning remains limited to an assistance-only function. This paper presents a review of studies that have been used to measure users’ intentions of engaging with mobile phones as learning tools. One hundred and twenty-seven papers have been reviewed, dating from 2011 to 2020. These papers differ in terms of methodology and results collected. Results showed that many models had been extended by adding factors such as trust, pre-usage or attitude. Moreover, this review concludes that almost none of the above-mentioned studies had identified precisely the technical factors that may affect the intention of using this type of technology in education. However, when classifying the influential factors of M-Learning, almost none of the studies discussed the advantages of the technical aspect in imparting knowledge through mobile learning. This study is significant for the education industry in its identification of the relative importance of these factors where mobiles are involved in the learning process. In addition, it provides a brief history of the involvement of technology in education.

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“…In line with it, the students in Portugal and Spain inferred that it was fun to use interactive mobile devices in the classroom (Moreira et al, 2017). Students have been increasingly in favour of adopting M-learning for the advantages it brought them and its ease to use (Little, 2013). The perceived understanding of users contributed to successful adoption of a system, such as the Mlearning system, where the student would be able to better explore data mining algorithms and to acquire better understanding of the proposed algorithms (Delibasic et al, 2013).…”

Section: Discussionmentioning

confidence: 97%

“…The expansion of the use of mobile phones and tablets also has an impact on changes in learning and knowledge management, which can be seen from an increasing number of researcher papers on this topic over the past few years (Table 1). Little (2013) pointed out that due to the development of mobile technology, there was an increased use of mobile devices for educational purposes (Little, 2013). However, Ozdamli & Cavus (2011) suggested it could be very useful to enrich standard learning methods with additional online activities beyond the classroom (Ozdamli & Cavus, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Model for Considering the Propensity of Students to Accept M-learning

Milošević

Rakić

Arsić

et al. 2020

Manage: J. Sustainable Bus. Manage, Solutions Emerging Econ.

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Research question: The aim of the study is to examine the inclination of engineering students in Serbia to adopt M-learning. Motivation: Mobile technologies provide new solutions in the current concept of learning. Students today have a new approach to learning since they live in the era of digital technology. The use of mobile technology in higher education came along with the technological enlightenment of professors and students, eradicating geographical boundaries and enabling cooperative learning. Idea: Mobile learning (M-learning) is unthinkable without the use of mobile devices and it plays an increasingly important role in the development of teaching methods in higher education. The research refers to the analysis and assessment of M-learning in higher education with the aim to identify problems and weaknesses related to the application of M-learning in order to set alternatives and criteria for the proposed model. Data: The survey was conducted through a questionnaire, and 341 correctly filled out questionnaires were collected. The obtained data were processed by the Visual Promethee software package. Tools: The research methodology was based on the Multi-criteria decision analysis (MCDA) method which was used in the form of PROMETHEE II/GAIA technique. In order to rank the student programmes from different study areas, groups of questions were used as criteria, and study programmes were used as alternatives. Findings: The acquired results indicated that M-learning was mostly used by the students of Engineering Management, since they frequently used mobile technology in certain required courses, as well as for obligatory business practice. It was also concluded that the study programme Metallurgical Engineering had the lowest performance concerning the implementation of M-learning among all other observed study programmes. Contribution: The conclusions of this study can add to the awareness-raising of the higher education institutions' interested parties and alert them to improve the quality of M-education by pointing out that there are differences in the adoption of M-learning depending on the type of engineering sciences.

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Issues in mobile learning technology

Cited by 18 publications

References 2 publications

Student use and pedagogical impact of a mobile learning application

Student use and pedagogical impact of a mobile learning application

Towards Sustainable Mobile Learning: A Brief Review of the Factors Influencing Acceptance of the Use of Mobile Phones as Learning Tools

Model for Considering the Propensity of Students to Accept M-learning

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