Mobile Learning

Yuen, Steve Chi-Yin; Yuen, Patrivan K.

doi:10.4018/978-1-59904-881-9.ch093

Cited by 15 publications

(7 citation statements)

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“…M-learning refers to a particular kind of educational framework which utilizes mobile technology (Naismith, Lonsdale, Vavoula, & Sharples, 2004; Yuen & Yuen, 2008), whereas e-learning refers to an educational setting in which learning occurs by utilizing different kinds of computer technologies (Clark & Mayer, 2008; Horton, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Attitudinal, Normative, and Control Beliefs on M-Learning Adoption Among the Students of Higher Education in Pakistan

Raza

Umer

Qazi

et al. 2017

Journal of Educational Computing Research

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This study intends to analyze the influence of behavioral and psychosocial factors of higher education students of Karachi on acceptance of m-learning as a mode of getting education. The Theory of Planned Behavior and Technology Acceptance Model have provided the basic frameworks to formulate the hypotheses for this study. The analyses of the study reveal that attitudinal beliefs and subjective norms have significant and positive impact on m-learning. Additionally, control influences on Perceived Behavioral Control also make significant contributions in the adoption of m-learning methodologies. Collectively, all of these factors converge to form greater intent of the students to assimilate this new learning environment. It was also found that the characteristics and features of the mobile gadgets such as greater familiarity of the students with them, handiness and ease of use, influences them to utilize these devices in completing their academic tasks, hence, influencing their intention toward the adoption of m-learning. Also seamless learning experience, students get through m-learning, reduces their mental resistance toward it and encourages them to adopt it. Information pertaining to the defined criteria was gathered through a specimen of

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Section: Literature Reviewmentioning

confidence: 99%

The Effects of Attitudinal, Normative, and Control Beliefs on M-Learning Adoption Among the Students of Higher Education in Pakistan

Raza

Umer

Qazi

et al. 2017

Journal of Educational Computing Research

View full text Add to dashboard Cite

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“…A learning technique which uses mobile technology and wireless communication in the learning process is called mobile learning (Chang et al, 2003;Hopper et al, 2003;Skui and Suki, 2007;Yuen and Yuen, 2008;Kazeime and Bayat, 2012). M-learning carries many components of e-learning (Horton, 2006), but have some distinct features also.…”

Section: Ijilt 343mentioning

confidence: 99%

Examination of factors influencing students and faculty behavior towards m-learning acceptance

Bakhsh

Mahmood

Sangi

2017

IJILT

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Purpose Mobile learning is a unique form of learning which uses the distinct features of mobile devices. The purpose of this paper is to investigate the present state of student and faculty perception towards m-learning at open and distance educational institutes in Pakistan. Design/methodology/approach The paper presents a conceptual model based on TAM, which explains factors influencing student and faculty perception towards m-learning acceptance. M-learning acceptance mainly depends on personal attitude, so this study focusses on individual context. Primary data from students and faculty including tutors (n=612, students =448, faculty/tutors=162) was collected through a properly designed questionnaire by using purposive convenient sampling technique during Autumn 2015 semester. Structural equation modelling was used to analyse the collected data. Findings The results indicate that student and faculty skill readiness and self-efficacy influence perceived ease of use and perceived usefulness, where these two factors along with prior experience positively influence behavioural intension (BI) to accept mobile learning. Furthermore study results specifically provide factors which positively influence BI either directly or indirectly. Research limitations/implications The study was limited to AIOU. Originality/value The study specifically provides factors which influence BI either directly or indirectly.

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“…These characteristics of 3G smart phones and PDAs provide unique opportunities to deliver learning content and engage learners who may have lost interest in education (Kukulska-Hulme, 2007;Shih & Mills 2007;Wagner 2005). Therefore, it is easy to predict that mobile media devices may support a wide range of teaching and learning approaches from behaviorism to constructivism and social constructivism (Naismith, Lonsdale, Vavoula, & Sharples, 2004;Yuen & Yuen, 2008). Naismith et al (2004) have stated six different ways that mobile media devices can be used in adopting mobile learning in constructivist, situated, collaborative, and informal learning environments.…”

Section: Mobile Media and Learningmentioning

confidence: 99%

Investigating Attitudes of Adult Educators towards Educational Mobile Media and Games in Eight European Countries

Demirbilek

2010

JITE:Research

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Executive SummaryThe purpose of this research was to investigate adult educators' attitudes and perceptions of the current use of technology, mobile devices, and educational games in adult education, which is defined as any formal or informal education or training aimed at an adult population that is older than traditional university students. Learning styles and needs of adults vary. Some will be active learners and want to do things, and others will be passive and want to be told the answers. Experience, personality, and prior knowledge have an effect on the learning styles. Regardless, digital games can be tailored to engage all types of adult learners. Researchers emphasize how digital games influence the learning processes of students, as well as their effects on the educational process in general (Gee, 2004;Kafai, 1998;Prensky, 2001;Squire & Jenkins, 2003). Basic elements of game play, such as intrinsically motivating, effectively engaging, and immersive (de Feritas, Savill-Smith, & Attewell, 2006; Maleno, 1981), make digital games a potential and powerful learning activity. In addition to the basic elements of digital games, mobile game play has portability, connectivity social interactivity, context sensitivity, and individuality characteristics (Klopfer, Squire, & Jenkins 2002). The ubiquitous future of mobile devices provides unique opportunities for context-and content-aware ubiquitous learning in everyday life. With the recent advent of 3G smart mobile devices mobile media learning is gaining more ground and receiving ongoing attention in both formal and informal learning environments. Furthermore mobile games are increasingly becoming popular among students, regardless of their age, due to fast diffusion of mobile devices and improvement of their technologies.A fundamental survey was conducted among adult educators (We are using the term "adult educators" to mean educators of adults.) in eight European countries to outline the current state of adult educators' attitudes and perceptions toward the use of mobile games in education. Our goal was to discover emerging trends and future directions. We collected 113 surveys from eight European countries. he results of this study show that, while some adult educators do not employ any technology in their classes, in general, adult educators are aware of the use of technology and present positive attitudes towards mobile media technologies. While slightly more than half of those studied used electronic games for teaching, almost all of this activity involved computers, not cell phones or similar portable devices. According to the data, adult educators prefer puzzles, quizzes, matching and simulation as game genres. They view language learning, communicationMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed fo...

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Mobile Learning

Cited by 15 publications

References 0 publications

The Effects of Attitudinal, Normative, and Control Beliefs on M-Learning Adoption Among the Students of Higher Education in Pakistan

The Effects of Attitudinal, Normative, and Control Beliefs on M-Learning Adoption Among the Students of Higher Education in Pakistan

Examination of factors influencing students and faculty behavior towards m-learning acceptance

Investigating Attitudes of Adult Educators towards Educational Mobile Media and Games in Eight European Countries

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