Usability and User Satisfaction of 3D Talking-head Mobile Assisted Language Learning (MALL) App for Non-native Speakers

Segaran, Kogilathah; Ali, Ahmad Zamzuri Mohamad; Tan, Wee Hoe

doi:10.1016/j.sbspro.2014.04.069

Cited by 26 publications

(18 citation statements)

References 5 publications

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“…The usability and user satisfaction of 3D talking-head mobile assisted language learning APP for non-native speakers, and analyzed the design principles from six aspects of text, graphic, audio, video, animation and colour are researched by [26] . Taking students and users as the participants of designing mobile learning APP has become a hot topic of teaching designer.…”

Section: Research Of Mobile Learning App Technologymentioning

confidence: 99%

Influence Factors of Satisfaction with Mobile Learning APP: An Empirical Analysis of China

Liu¹,

Zhang²,

Ye³

et al. 2018

Int. J. Emerg. Technol. Learn.

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Abstract-The main purpose of this study is to construct the user satisfaction structure model of mobile learning APP (software designed that run on mobile devices) from the perspective of the mobile learning participants, and to analyze the influence factors of satisfaction with mobile learning APP. The results of this study show that perceived responsiveness and perceived content are both the important factors that affect user satisfaction with mobile learning APP. Users have high satisfaction with the content conforming to the mobile learning context. Users expect to get immediate feedback in the process of learning, which can improve the learning methods and efficiency.

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Section: Research Of Mobile Learning App Technologymentioning

confidence: 99%

Influence Factors of Satisfaction with Mobile Learning APP: An Empirical Analysis of China

Liu¹,

Zhang²,

Ye³

et al. 2018

Int. J. Emerg. Technol. Learn.

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“…gives positive results and significant effect on second/foreign language skills such as vocabulary learning (Başoğlu & Akdemir, 2010;Agca & Özdemir, 2013;Liu, 2014), extensive reading (Lin, 2014), reading development of young learners (Lan, Sung, & Chang, 2013), grammar accuracy (Baleghizadeh & Oladrostam, 2010;Guerrero, Ochoa, & Collazos, 2010;Nah, 2010), listening (Demouy & Kukulska-Hulme, 2010;Azar & Nasiri, 2014), pronunciation (Segaran, Ali & Hoe, 2014), and mobile dictionary integration (Rahimi & Miri, 2014). Mobile learning can engage the language classroom (Zhang, 2013).…”

Section: Introductionmentioning

confidence: 99%

Junior High School Students� Lived Experiences of Learning English Using Busuu

Citrayasa

2019

IEFLJ

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Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills. However, only few which focus on their lived-experiences of learning English using their smart phones anywhere outside their class and anytime outside their school time that can reveal meanings related to their awareness, beliefs, and actions. This research is then aimed at describing and interpreting the students� lived experience of using a mobile application namely Bussu for learning English. The study is a hermeneutic phenomenology study which focuses on the description and interpretation of the students� lived experiences of using Busuu to learn English. There were two participants interviewed using in-depth interviews and the data was in the form of texts. The result shows the participants� lived experiences showed some empirical meanings: ubiquitous learning, fun learning, and useful English learning assistant. This study also reveals the finding of transcendent meaning that Busuu encouraged them to become more autonomous learners.

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“…In the educational context, these rapid developments have also promoted the use of mobile technology in teaching and the learning environment. This implementation is called mobile learning and is considered to be the newest trend in learning [2]. Many researchers and educators are currently exploring the potential for mobile technology to support the learning process in many subjects since m-learning provides an opportunity to change the existing classical learning strategies and offer students much more flexible ways of managing their learning experience.…”

Section: Introductionmentioning

confidence: 99%

Students’ Access to and Perception of Using Mobile Technologies in the Classroom: the Potential and Challenges of Implementing Mobile Learning

2018

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In implementing mobile learning system, students' needs and perceptions should be focused upon along with curriculum standards. Particularly in the context of higher education institutions in Indonesia, some schools authorities have refused to implement m-learning. Although m-learning is widely used in some schools and considered an effective educational tool, it is not yet fully utilised in most Indonesian schools. Therefore, the aim of this study is to investigate students' access to and perception of the use of mobile devices in learning, and to understand the potential for its implementation. This study is the result of a survey conducted on 61 students in a school which banned the use of mobile technology. It seeks to understand their potential accessibility by means of ownership, interaction time and the types of mobile application used and to find their perceptions through agreement and the reasons for adopting mobile learning in the classroom. The findings indicate that students are very familiar with mobile devices and their applications. The results also reveal that students have positive perceptions toward m-learning, and indicate that mobile technologies are widely used among them. This report can be taken as the basis for applying a mobile learning system in the classroom.

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Usability and User Satisfaction of 3D Talking-head Mobile Assisted Language Learning (MALL) App for Non-native Speakers

Cited by 26 publications

References 5 publications

Influence Factors of Satisfaction with Mobile Learning APP: An Empirical Analysis of China

Influence Factors of Satisfaction with Mobile Learning APP: An Empirical Analysis of China

Junior High School Students� Lived Experiences of Learning English Using Busuu

Students’ Access to and Perception of Using Mobile Technologies in the Classroom: the Potential and Challenges of Implementing Mobile Learning

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