The design of persuasive learning pills for m-learning application to induce enthusiastic learning habits among learners

Towards the development of learning through microlearning

“…The aforementioned in the previous paragraph is corroborated by the studies of Conopoima Moreno and Ferreira Lorenzo (2021) who in their study conducted with university students in Ecuador used the microlearning methodology from an instructional design approach finding that 93% of students were satisfied with the use of the methodology evidencing a positive assessment in addition the experience showed that (2016) conducted a study in Libya finding that 80% of respondents seek a simple and intelligent learning system and microcontent as well as 81% believe that microlearning is the best learning system for PLE (personal learning environment), followed by 66% of respondents whose opinion is that dynamic applications of microlearning enhance knowledge. In addition, Ibrahim et al (2012) in its exploratory study conducted with students at a university in Malaysia concluded that learning pills promote increased student motivation and induce them to engage in learning habits. Also Triana et al (2021) in his study with higher education students in the United States found that 91.6% were satisfied or very satisfied with the microlearning experience and 89.5% agreed or strongly agreed that the activity informed and/or reinforced practice habits, demonstrating that microlearning is feasible and scalable as well as preferred by the majority of students compared to traditional methods of continuing education.…”

“…This methodology also known as educational or learning pills has become a practical, dynamic, motivating and attractive resource in an m-Learning environment that teachers use to concentrate relevant information about a topic in short lessons, generating the possibility of being easily consulted and stored, as well as increasing the student's attention and motivation. (Conopoima Moreno & Ferreira Lorenzo, 2021;Ibrahim et al, 2012). Studies show that it is more interesting to teach and learn the content in small, very specific bursts that present the didactic content in fragments to visualize them ubiquitously, allowing the student to access them at his own pace through online platforms such as ISN 2707-2207/ISSN 2707-2215 (en línea),enero-febrero,2023,Volumen 7, Número 1 p 3943 social networks, YouTube videos, infographics, etc., making it possible to develop a more interactive and interactive learning experience.…”

Toward better intelligent learning (iLearning) performance: what makes iLearning work for students in a university setting?

“…Recent studies have suggested that iLearning must be designed to provide opportunities for students to frequently interact with learning since an interactive design and application in a digital and intelligent learning environment is beneficial in changing students' behaviour in specific ways (e.g. Ibrahim, Halim, and Ibrahim 2012).…”

Pengembangan Perangkat Pembelajaran Model Siklus Belajar 5e Pada Materi Hukum Dasar Kimia Dalam Meningkatkan Hasil Belajar Mahasiswa

“…Menurut Lucariello (2013) peserta didik tidak datang ke sekolah sebagai papan tulis kosong untuk diisi dengan pengajaran, sebaliknya, mereka datang ke sekolah dengan pengetahuan yang cukup, beberapa benar dan beberapa tidak, baik pengetahuan didasarkan pada intuisi, pengalaman sehari-hari, serta apa yang sudah diajarkan pada mereka dalam setting lainnya. Sebagian dari pemahaman tersebut sesuai dengan pemahaman yang dimiliki dan diyakini kebenarannya oleh para ilmuwan (sesuai dengan konsep ilmiah), akan tetapi banyak juga diantara pemahaman yang dimiliki seseorang sama sekali berbeda dengan konsep ilmiah yang diakui kebenarannya (Ibrahim, 2012).…”