Understanding mobile learning: devices, pedagogical implications and research lines

Prieto, José Carlos Sánchez; Migueláñéz, Susana Olmos; García‐Peñalvo, Francisco José

doi:10.14201/eks.11651

Cited by 43 publications

(8 citation statements)

References 43 publications

(27 reference statements)

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“…Because many types of educational environments can be used effectively with mobile devices (Ruiz et al, 2006), mobile learning can also be a productive way of obtaining information in a resource‐poor region (Chang et al, 2012). For this reason, it is being used more effectively in education recently (Sánchez Prieto et al, 2014). In this study, the success of students increased in both the experimental and control groups after training, however, the increases in scores after training were higher in the experimental group.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Mobile Learning on Student Success and Anxiety in Teaching Genital System Anatomy

Bolatlı

Kızıl

2021

Anatomical Sciences Ed

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The widespread use of smartphones has led to the emergence of new mobile learning tools. The aim of this study was to compare traditional methods to mobile learning applications, and their effect on the academic achievement and anxiety levels of students learning genital system anatomy. This research study was a randomized controlled study conducted with students who took anatomy between November and December 2018. The cohort consisted of 63 students who met the sampling criteria. Groups (control = 31, experimental = 32) were randomly selected using a simple number table. The mobile application developed for the experimental group was installed on the students' mobile devices with the extension "genitalsystem.apk." The anatomy of the genital system was taught to the control group using the standard curriculum and to the experimental group using the mobile application. After teaching the anatomy of the genital system, the state anxiety levels of the students in the control group were determined to be higher at 45.6 (±8.7) than the experimental group at 40.4 (±8.3) as measured by the 20-80 point STAI scale. The posttest examination average of the control group was 8.9 (±6.9) out of 22 or 40.4 (±6.9)% and the posttest average of the experimental group using mobile application was 14.9 (±5.5) or 67.7 (±5.5)%. State anxiety levels and examination grades showed a highly significant difference in favor of the experimental group. These results indicate that using mobile applications when teaching anatomy may be an effective method to enhance learning and reduce anxiety levels when compared to the traditional teaching methods. Anat Sci Educ 15: 155-165.

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Section: Discussionmentioning

confidence: 99%

The Effect of Mobile Learning on Student Success and Anxiety in Teaching Genital System Anatomy

Bolatlı

Kızıl

2021

Anatomical Sciences Ed

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“…Los estudiantes exigen cada vez más capacitación, aprendizaje y soporte de rendimiento a través de aplicaciones móviles. En su estudio, Sánchez Prieto et al (2014) aclaran que Mobile learning (M-learning) es el acto de ver y acceder al aprendizaje, a cursos, a procesos de apoyo al rendimiento o a materiales complementarios en un dispositivo móvil.…”

Section: M-learning (Mobile Learning Aprendizaje Móvil)unclassified

Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

Tinoco-Giraldo¹

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Mentoring is a practice that supports learning, experimentation and helps students in Higher Education to develop their potential. A mentoring relationship is one in which both the mentor and mentee, recognize the need for professional and personal development.participating academic programs. For such process, two parts have been developed, firstly, a pilot study for the validation of the e-mentoring program generated, in a Colombian university with students of academic internship of a Marketing program. After the results achieved in this first study, the program is adapted and an experimental study is implemented, in which three academic programs from three universities (two Colombian and one American) are integrated, the same Marketing program, a Bachelor's degree program in technology and Computer Science from a Faculty of Education and a Medical program, respectively. As this was a pretest-posttest study, a competency evaluation rubric was used to assess the skills, dispositions and competency domains of the participants and a satisfaction survey designed to measure the impact of the program.After the data analysis implemented in both studies, it is highlighted that the competency levels of each participant sample improved after having implemented the mentoring program. A competency improvement is recognized in the post-test study and a positive recognition by the mentors of these improvements. Likewise, the level of satisfaction with the program is high, recognizing the implementation of the program, the resources used and the adequate training of the mentors.At the end of the study, it is considered relevant to highlight a series of recommendations. On the one hand, a replication study of this research to control to what extent the improvement in competencies is conducted by the mentoring program or by the practice process, with the inclusion of a control group that does not participate in the mentoring effect. On the other hand, other recommendations, at a more formative level, invite to explore the creation of formal mentoring programs that allow students of academic internships to participate in their own personal and professional development; at the level of process development, it is important to encourage and maintain mentoring in Higher Education institutions, informing of its professional and academic value.

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“…Some literature focuses on technological aspects [18] and there are also broader definitions that include the role of the student [19] in the context of mobile learning as in the case of Petrova and Li which define mobile learning as "an omnipresent learning activity that occurs by person-to-person interaction using a mobile device." The researchers discuss the technical and accessibility aspect, and three basic components of mobile learning which are software, application, and pedagogical architecture [20].…”

Section: Mobile Learningmentioning

confidence: 99%

Technology Acceptance in Learning History Subject Using Augmented Reality Towards Smart Mobile Learning Environment: Case in Malaysia

Suhaimi

Aziz

Ibrahim

et al. 2023

JAMRIS

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In alignment with smart city initiatives, Malaysia is shifting its educational landscape to a smart learning environment. The Ministry of Education (MoE) has made History a mandatory subject for passing the Malaysian Certificate of Education to grow awareness and instil patriotism among Malaysian students. However, History has been known as one of the difficult subjects to study for many students. On the other hand, the Malaysian Government Education Blueprint 2013-2025 seeks to “leverage ICT scale up quality learning” across the country. Therefore, this study aims to identify the factors that influence the intention to use Augmented Reality (AR) for mobile learning in learning History subject among secondary school students in Malaysia. Quantitative approach has been chosen as the research method for this study. A direct survey was conducted on 400 secondary school students in one of the smart cities in Malaysia as the target respondents. The collected data are analysed through descriptive statistics and Multiple Linear Regression analysis by using Statistical Package for the Social Sciences. Based on the results, the identified factors that influence the intention to use AR for mobile learning in learning History subject are Gender, Perceived Usefulness, Perceived Enjoyment, and Attitude Towards Use. The identified factors can be a good reference for schools and teachers to strategize their teaching and learning methods in pertaining to History subject among secondary school students in Malaysia. Future studies may include the study of various types of schools in Malaysia and explore more moderating effects of demographic factors.

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Understanding mobile learning: devices, pedagogical implications and research lines

Cited by 43 publications

References 43 publications

The Effect of Mobile Learning on Student Success and Anxiety in Teaching Genital System Anatomy

The Effect of Mobile Learning on Student Success and Anxiety in Teaching Genital System Anatomy

Diseño, desarrollo, implementación y evaluación del programa “E-Mentoring en programas de prácticas académicas”

Technology Acceptance in Learning History Subject Using Augmented Reality Towards Smart Mobile Learning Environment: Case in Malaysia

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