M-Learning adoption in higher education towards SDG4

Maketo, Lydia; Issa, Tomayess; Nau, S Zaung

doi:10.1016/j.future.2023.05.010

Cited by 17 publications

(8 citation statements)

References 61 publications

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“…Dontre (2021) and Gómez-García et al ( 2020) point to the dangers of allowing oneself to be distracted by one's smartphone or other mobile device while attempting to focus on educational tasks. Due to the constraints involved, integrating Mlearning and social media within academic environments requires meticulous preparation and consideration of the pros and cons (Maketo et al, 2023;Zhang et al, 2020). There is a growing expectation for students and teachers to use digital learning tools effectively to boost learning outcomes without sacrificing the quality of academic engagement (Hillmayr et al, 2020;Lee, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, the success of M-learning continues to depend on the quality of educational content and how it is delivered via mobile platforms (Chavoshi & Hamidi, 2019). Some of M-learning's potential advantages could be lost if students do not combine high-quality learning beyond just digitizing existing materials (Al-Rahmi et al, 2021;Maketo et al, 2023). Therefore, the focus changes from merely adopting M-learning to a more nuanced approach, with the quality of content and learning becoming crucial to maximizing the benefits that M-learning may provide for student achievement.…”

Section: Discussionmentioning

confidence: 99%

“…Although these tools possess significant potential as educational resources, they also can result in divided attention that may hurt academic performance (Gómez-García et al, 2020). Furthermore, the effectiveness of M-learning and social media as educational tools heavily depend on how they are applied in self-paced learning contexts (Maketo et al, 2023). The simple act of transferring traditional information onto mobile or social platforms does not ensure positive results.…”

Section: H2mentioning

confidence: 99%

See 2 more Smart Citations

Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

Amjad,

Aslam,

Tabassum

2024

Euro J of Education

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Mobile learning (M‐learning), ChatGPT and social media are integral to university education, improving accessibility, personalization and interactive engagement in the learning process. This paper aimed to investigate the role of M‐learning, ChatGPT and social media in university students' academic performance. It was a cross‐sectional quantitative investigation, and data were collected from 600 university students through a self‐developed questionnaire having four subscales (M‐learning, ChatGPT, social media and academic performance). Simple linear regression and process macro were deployed to test study hypotheses. The analysis revealed that M‐learning is a significant contributor to students' academic performance at the university level (β = .460, t(598) = 12.663, p < .001). Social media were found to be significantly mediating the relationship between M‐learning and academic performance with coefficient B = .267, SE = .038, t(597) = 7.08, p < .001, 95% CI [0.193, 0.341]. ChatGPT was significantly contributing to academic performance (B = .288, t(596) = 2.50, p = .013), but the interaction term had an insignificant effect on the relationship between M‐learning and academic performance (β = .292, t(596) = −0.43, p = .668). The study suggests that M‐learning can improve students' performance. The influence of social media and the non‐moderating role of ChatGPT indicate the need for strategic integration of these tools to enhance university students' outcomes. It is recommended that university students should judiciously use social media to enhance M‐learning. In contrast, universities should foster this integration to achieve educational aims and explore how AI tools like ChatGPT can be optimally deployed to improve learning.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: H2mentioning

confidence: 99%

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Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

Amjad,

Aslam,

Tabassum

2024

Euro J of Education

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“…Research [45] suggests that in developing mobile applications, developers can combine education with games in learning presented in mobile learning and provide comprehensive materials so that students can learn them quickly. Portable learning benefits in terms of flexibility and its ability to provide high-quality learning opportunities and accessibility, convenience, and balance between personal, professional, and academic life [46]. Mobile learning applications can shape a new, more modern, democratic, and educational learning culture [47].…”

Section: Discussionmentioning

confidence: 99%

“Let’s Go,” A Mobile Learning Application for Social Studies Subjects: Prototype of Application Development

Bekti Aprilia,

Maria Paristiowati,

Muhammad Japar

2023

Int. J. Interact. Mob. Technol.

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The value of social studies learning for junior high school students in several schools still needs to be higher. One of the factors of low student scores is the need for more variety in learning methods used by teachers, low student motivation, and the use of learning media that could be more optimal. One way to do this is to develop a learning model with engaging learning media. This research aims to develop mobile understanding by integrating artificial intelligence at the evaluation stage. The methodology used in this research is the waterfall approach method with requirements analysis, design, implementation, testing, operation, and maintenance. The mobile learning prototype was tested on media experts and junior high school student respondents. The dimensions of expert assessment are reviewed from media appearance, quality and use of media, navigation, product strength, media interface, product attractiveness, and material delivery in the media. The dimensions of questions for students consist of 4 points: content, interface, feedback and assessment, and personalization. The research results show a mobile application’s results, including a brain gym menu, problem identification, materials, discussion forums, assignment results, and quizzes. The menus presented make it easier for students to learn. The questionnaire results from experts show that the highest average is 5.00, with a standard deviation of 0.00. The questionnaire results from student respondents had the highest average of 49.714, with a standard deviation of 0.169. The results of the scores obtained in the expert and student respondent questionnaires show that mobile learning is acceptable.

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“…Mobile learning, often referred to as m-learning, involves the use of mobile devices to facilitate learning and knowledge acquisition [15]. These devices offer learners the flexibility to engage with educational content anytime and anywhere, thereby extending learning beyond traditional classroom settings [16].…”

Section: Literature Reviewmentioning

confidence: 99%

Android-Based Mobile Learning Application Using App Inventor on Computer Operating System Material: The Development and Validity Study

Eliza,

Hakiki,

Fadli

et al. 2024

TEM Journal

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Mobile learning apps are widely acknowledged for their effectiveness in enhancing learning results. This study aims to develop and validate an Android-based mobile learning app for computer operating system principles. Using the user-friendly App Inventor platform known for visual programming, it integrates interactive modules and multimedia for diverse learning styles. The study adopted a Research and Development approach following the ADDIE model (analysis, design, development, implementation, and evaluation). The research was conducted at Universitas Negeri Padang and Universitas Muhammadiyah Muara Bungo and involved 10 participants. The analysis of questionnaire-based data conducted by media and material experts categorized the Android-based learning media as "Appropriate", achieving an over-all average of 82.51% and 82.29%, respectively. Meanwhile, student evaluations rated this media as "Feasible" with a score of 82.72%. In conclusion, the development of this Android-based mobile learning application for computer operating system material demonstrates significant potential as an innovative educational tool. The validation process highlighted its potential effectiveness and offered valuable recommendations to enhance its educational value. These findings make a meaningful contribution to the ongoing discourse surrounding the integration of technology-driven learning approaches into traditional education, benefiting educators and developers seeking to create impactful mobile learning experiences.

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M-Learning adoption in higher education towards SDG4

Cited by 17 publications

References 61 publications

Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

“Let’s Go,” A Mobile Learning Application for Social Studies Subjects: Prototype of Application Development

Android-Based Mobile Learning Application Using App Inventor on Computer Operating System Material: The Development and Validity Study

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