Mobile Learning Technologies for Education: Benefits and Pending Issues

Criollo-C, Santiago; Guerrero-Arias, Andrea; Jaramillo-Alcázar, Ángel; Luján-Mora, Sergio

doi:10.3390/app11094111

Cited by 161 publications

(109 citation statements)

References 70 publications

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“…Our results showed significant differences in favour of the experimental group, in terms of both the increase in interest in biomechanics and the positive evaluation of the applicability of the mobile applications in real professional life and the general evaluation of the practical sessions using the mobile applications. Those results are in line with recent works which indicate that mLearning is not a transitory innovation, but rather a new characteristic of the teaching contexts which is here to stay [50].…”

Section: Discussionsupporting

confidence: 92%

University Students’ Experiences of the Use of Mlearning as a Training Resource for the Acquisition of Biomechanical Knowledge

et al. 2021

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Mobile learning (mLearning) is now being increasingly used in university education, with positive impacts on the motivation and predisposition of students when learning. The aim of this study was to evaluate the impact of the use of mobile applications as a learning resource in applied biomechanics, with regard to attitudinal variables (interest, motivation, applicability and learning experience) and its efficacy in the learning of general physics contents. A quasi-experimental design was proposed, with the random assignment of participants to experimental and control groups, with the post-trial measurement of a sample of 76 university students studying Applied Biomechanics, who were given an ad-hoc questionnaire in order to evaluate attitudinal aspects, as well as a test of knowledge. With regard to attitudinal aspects, higher scores were observed among the group which used the applications as learning instruments (the experimental group) when evaluating their interest in biomechanics (t = 2.79; p < 0.05; d = −0.641), the applicability of the applications in real life (t = 7.34; p < 0.001; d = −1.687) and the general evaluation of the practical sessions (t = 6.45; p < 0.001; d = −1.481). At the conceptual level, significant differences were observed in the contents worked on with the KinematicLab Jump© application. Our results show the positive effect of the use of applications on important attitudinal aspects in the learning of university students, without any relevant effect on the acquisition of conceptual learning.

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Section: Discussionsupporting

confidence: 92%

University Students’ Experiences of the Use of Mlearning as a Training Resource for the Acquisition of Biomechanical Knowledge

et al. 2021

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“…AR is used in a wide variety of fields, from entertainment to education [30]. Many of the studies have opted for mobile applications due to the portability and ubiquity that mobile devices offer [27,[33][34][35][36]. One of the limitations in the use of mobile applications has been the technological advances at the beginning of the 2010s, since using a smartphone with AR was not as easy and other less portable options were chosen [27].…”

Section: Background Of Augmented Realitymentioning

confidence: 99%

Towards a New Learning Experience through a Mobile Application with Augmented Reality in Engineering Education

et al. 2021

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With the rise of information technology and digitization, education has been faced with the need to adopt new learning models using technology to create innovative educational methodologies. In addition, due to pandemic restrictions and in order to help contain the spread of the virus (COVID-19), all educational institutions have been forced to switch immediately to online education. The application of augmented reality (AR) in education provides important benefits, such as increased engagement and interactivity, and can help to minimize the negative effects of the disruption of face-to-face education. Therefore, this paper focuses on describing the effect of an augmented reality mobile application (NetAR) that was developed for engineering students as a complement to traditional education. To achieve this objective, an experimental group and a control group were established to work with the application for three weeks for three hours a day. Moreover, there are a number of usability issues with AR that may impact learning effectiveness and motivation. Therefore, the usability of the application was evaluated with the IBM Computer System Usability Questionnaire (CSUQ) tool. The usability results show that users are satisfied with NetAR, and the statistical data from the control group indicate that the application positively affects learning.

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“…According to scientists from Ecuador and Spain, the use of mobile technology puts a student at the center of the learning process. This makes the teacher a mediator between content and knowledge [28].…”

Section: Case Studiesmentioning

confidence: 99%

Solving Technological, Pedagogical, and Psychological Problems in Mobile Learning

Sakka

Gura

Latysheva

et al. 2022

Int. J. Interact. Mob. Technol.

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Aim/Purpose: This paper aims to explore the various problems associated with the technological, pedagogical, and psychological aspects of mobile learning and develop recommendations for its improvement. Background: Mobile learning becomes increasingly popular today. This type of learning is relatively new. It has recently gained popularity due to the pandemic restrictions in 2020. As mobile learning is being actively used, educators, students, and other professionals begin to note its positive and negative sides. Methodology: The study is based on the method of experiment as well as an online 11-item questionnaire was conducted (developed by authors) with 110 teachers in Russian universities (Russian State University named by A.N. Kosygina, I.M. Sechenov First Moscow State Medical University, and Kuban State Technological University). Contribution: The practical significance and prospects for further research are based on the possibility of using the results in further study of the problem of the impact of mobile applications on specific indicators. Findings: It was found that, given the great prevalence of mobile devices today, there is every reason to implement mobile learning at universities. However, there are infrastructural problems that prevent the widespread use of this mode of delivery (problems with the Internet, old gadgets that do not support 4G, lack of technical support, etc.). Teachers also mention a set of problems associated with the quality of such training, which are mainly related to pedagogical and psychological aspects of the process. About 56% of university teachers say that students often behave irresponsibly during online classes. They are inattentive, tend to skip lessons, and do not hand in the tasks, which leads to a decline of knowledge and failing at tests and exams. Around 68% of teachers have difficulties adapting their teaching methods to a mobile learning environment. Recommendations for Practitioners and Researchers: This study proposes structured recommendations to improve the quality of mobile learning by advancing technology skills, adapting mobile learning to the needs of universities, and raising the motivation of teachers and students. Impact on Society: The results of the study can be used to analyze and compare the impact of mobile learning on society, efficiency in various fields, as well as mobile learning of students on future employment and life in society. Future Research: In the future it will be important to conduct a comparative analysis of the impact of mobile learning on students and teachers, to study the effectiveness of such learning in general.

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Mobile Learning Technologies for Education: Benefits and Pending Issues

Cited by 161 publications

References 70 publications

University Students’ Experiences of the Use of Mlearning as a Training Resource for the Acquisition of Biomechanical Knowledge

University Students’ Experiences of the Use of Mlearning as a Training Resource for the Acquisition of Biomechanical Knowledge

Towards a New Learning Experience through a Mobile Application with Augmented Reality in Engineering Education

Solving Technological, Pedagogical, and Psychological Problems in Mobile Learning

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