Limitations of mobile phone learning

Wang, Shudong; Higgins, Michael

doi:10.29140/jaltcall.v2n1.18

Cited by 57 publications

(36 citation statements)

References 6 publications

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“…High-quality technology has been seen as a barrier in testing and assessment when learning should be considered mobile in the digital era. While the physical characteristics of the mobile device would be thought to play a role, the impacts of the psychological and pedagogical factors are also likely contributing factors [35].…”

Section: Mobile Learningmentioning

confidence: 99%

Kahoot with Smartphones in Testing and Assessment of Language Teaching and Learning, the Need of Training on Mobile Devices for Vietnamese Teachers and Students

Nguyen¹,

Yukawa²

2019

IJIET

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The underlying purpose of this research was examining the use of Kahoot in practice to test and revise what students had been learning at class to determine its viability as a supplement to existing materials. Twenty teachers and twenty students of English major were asked about Kahoot and its uses in teaching and learning. Pre-survey questionnaires showed that none teachers or students had used Kahoot in testing or assessment, only one teacher had heard of Kahoot before but had not actually used it. Regarding the students' habit of technology in learning, all twenty students were engaged with using their smartphones to revise content covered in class. All students agreed to take part in a three-week pilot study using Kahoot as a supporting tool. This involved training teachers in using Kahoot, requiring teachers to design quizzes and brief tasks to test and assess the students' outcomes after classes. The students created a Kahoot account for an analysis of student usage. Technical and networking problems did hinder usage of Kahoot, but both teachers and learners indicated it was still beneficial. The results of using Kahoot in testing and assessment are discussed in terms of the implications for teachers, students, and the curriculum. Index Terms-Kahoot introduction and application, mobile device, online testing and assessment, teachers' and learners' attitudes towards Kahoot. with computer-assisted or mobile devices.Takashi Yukawa is a professor at Nagaoka University of Technology, majoring in computer supported collaborative learning, and e-learning. His studies focus on integrating information and communication technologies (ICT) into education, testing and assessing learners' outcomes with computer-assisted or mobile devices. His research interests include pedagogical approaches and educational technology with the aim of learners' acquisition and higher improvement in learning.

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Section: Mobile Learningmentioning

confidence: 99%

Kahoot with Smartphones in Testing and Assessment of Language Teaching and Learning, the Need of Training on Mobile Devices for Vietnamese Teachers and Students

Nguyen¹,

Yukawa²

2019

IJIET

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“…A previous study claimed that mobile learning is still considered a supplementary method that can help students to learn but not operate as a full learning process, nor can it assume the role of the teacher due to its technical limitations and its inability to replicate human nature [17]. Moreover, another study found that about 95% of students support the use of mobile phones to communicate with classmates and teachers as this is faster than traditional methods [18].…”

Section: Introductionmentioning

confidence: 99%

“…Involving mobile technology in the learning process in developing countries might confront many difficulties resulting in problems of using the technology, one of these being technical challenges [20]. Mobile learning users may encounter difficulties in using this technology when they travel abroad if their destination countries do not follow the same technical standards [17]. Due to the weaknesses of the technology substructure in Africa, inserting M-Learning among postgraduates may face challenges [21].…”

Section: Introductionmentioning

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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“…Early research in m-learning emphasized limitations of the mobile devices [26], such as size of the display, reduced input, small memory, abridged or specific OS version, and lack of standards, which positioned m-learning as a specific case of e-learning [27,28]  Links between the elements: any natural language has typical collocations, exceptions, specific cases that cannot be produced by formal application of grammar rules to a set of terms. In case of professional terminology, some terms may be related closer than others and might benefit from being learned together.…”

Section: M-learning Vs E-learningmentioning

confidence: 99%

Language (Medical Terminology) Assistance to Multinational Partners in Coalition Operations

Synytsya¹,

Keremidchieva²

2012

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Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number.

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Limitations of mobile phone learning

Cited by 57 publications

References 6 publications

Kahoot with Smartphones in Testing and Assessment of Language Teaching and Learning, the Need of Training on Mobile Devices for Vietnamese Teachers and Students

Kahoot with Smartphones in Testing and Assessment of Language Teaching and Learning, the Need of Training on Mobile Devices for Vietnamese Teachers and Students

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

Language (Medical Terminology) Assistance to Multinational Partners in Coalition Operations

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