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The purpose of this study was to examine the determinants of sport consumers' mobile ticketing adoption by the technology readiness constructs and quality–satisfaction–behavioral intentions framework. A total of 295 participants were included in the analysis. Data analysis was performed using structural equation modeling and PROCESS macro. A content analysis was conducted to provide further insight into the proposed model using open-ended responses. The findings indicate that consumers' technology readiness alone was not a positive driver of mobile ticketing but suggest a role for technology readiness in promoting mobile ticketing, combined with service quality, satisfaction, and online ticket purchasing. The importance and originality of this study are that it confirms the sport context as a unique and effective vehicle in advancing existing knowledge of consumers' ticket consumption behavior via self-service technology across various disciplines. Also, the findings can be used to set out recommendations for policy or practice aimed at facilitating and sustaining mobile ticketing consumption. [ABSTRACT FROM AUTHOR]

The paper investigated the usage of mobile technology in marketing academic libraries in developing countries. The main purpose, apart from awareness, is to look at how researchers are studying mobile technology in marketing academic libraries, what are the current issues investigated and what has to be the direction of the topic globally. The paper employed 23 research papers for systematic review. The findings reveal that academic libraries are aware of mobile technology and use it at various levels for academic library promotion, visibility, and teaching and learning. Factors influencing the use of mobile technology in marketing academic libraries were identified and further noted that little has been studied regarding mobile technology in marketing academic libraries and its performance in developing countries. [ABSTRACT FROM AUTHOR]

The study focused mainly with the development of Android-based Learning Materials in Genetics based from the Curriculum Guide of Senior High School given by the Department of Education conducted at Morong National High School - Senior High School School Year 2021-2022. The topics are included in the Curriculum Guide of General Biology 2 based on the K to 12 Basic Education Curriculum for Senior High School - Science, Technology, Engineering and Mathematics (STEM) Track. The study included the evaluation of the developed Android-Based Learning Materials in Genetics through a modified evaluation tool for quantitative analysis of data. The study employed the Developmental and Descriptive methods of Research specifically, in describing the development of the mobile application and assessing the quality of the developed learning material through the utilization of a Questionnaire-Checklists for the two groups of respondents which are the twenty (20) Teachers of Science and twenty (20) Information and Communication Technology (ICT) Experts as they were capable to objectively evaluate the developed learning material in terms of instructional content, alignment to the curriculum, depth of knowledge, learner engagement interactivity, graphics and multimedia, lay-outs, operation, and performance. Based on the intensified treatment of the data gathered, the Android-Based Learning Materials in Genetics was designed and constructed aligned to the learning competencies of the current curriculum. The evaluation of the developed mobile application in terms of instructional content, alignment to the curriculum, depth of knowledge, learner engagement interactivity, graphics and multimedia, lay-outs, operation, and performance had a 100% Highly Agree as interpretation on the developed material. In the light of the summary of the findings, it is concluded that the developed Android-Based Learning Materials in Genetics was generally efficient, simple to learn, easy to navigate, appealing and engaging. It was also pedagogically constructive as the content and the tools used in the application were useful from the perspective of both the content experts and the ICT experts. Thus, accomplishing the primary goal of this research study by providing effective instruction through mobile learning. Based from the results of evaluation and conclusion on the developed Android-Based Learning Materials in Genetics, the following are hereby recommended: the developed Android-Based Learning Materials in Genetics can be used to facilitate teaching-learning process. The developed Android-Based Learning Materials in Genetics maybe subjected to revision and modifications in the future depending on the needed competency for a particular topic and the needs and abilities and sustainability of learning styles of the future learners. It may be subjected for improvement to be utilized in iOS or apple devices. The developed Android-Based Learning Materials in Genetics may be modified for an automatic update of the content. Encourage other teachers in science specifically Biology teachers to use the developed Android-Based Learning Materials in Genetics. Additional studies maybe conducted with regards to more content-based courses to be placed in other areas that could supplement the findings of this study. [ABSTRACT FROM AUTHOR]

This study, grounded in the Technology Acceptance Model (TAM), aimed to explore the factors influencing the utilization of Mobile-Assisted Language Learning (MALL) among Grade 7 modular distance learners at Sto. Domingo National Trade School in the Philippines. The collected data yielded positive responses in terms of perceived usefulness, perceived ease of use, and attitudes towards MALL, underscoring its positive impact on modular distance learning. Learners expressed a favorable perception of MALL's value and convenience, fostering a conducive environment for integrating it into English instruction in remote learning. The study found that students exhibited a willingness to adopt MALL tools for habitual, future, and interactional use. This indicates their positive disposition towards incorporating MALL into their learning routines, suggesting its potential for enhancing English language skills and facilitating interaction among students. However, it's noteworthy that the study did not establish significant relationships between the TAM components and students' behavioral intentions, challenging the applicability of the TAM model in this context. These results suggest that students, who are digital natives accustomed to mobile technology, may consider other factors beyond perceived usefulness and ease of use when determining their intentions. Limitations include a relatively small and homogenous sample of digitally native learners, limiting the generalizability of the findings. Future research could explore the influence of additional external variables on behavioral intentions and involve a more diverse participant pool. Moreover, the study recommends revising the TAM model to account for evolving user demands and examining contemporary mobile learning infrastructures. In light of these findings, practical recommendations include providing relevant and up-to-date mobile learning content, offering tutorials for new users, investing in ICT development, and carefully selecting MALL tools aligned with curriculum objectives. It is also crucial to consider MALL as a supplementary support rather than a replacement for traditional teaching methods. [ABSTRACT FROM AUTHOR]

The use of mobile devices has become pervasive in recent times, constituting an essential component of daily life. Mobile phones have enabled certain minorities to attain access to the Internet, news, and knowledge, thereby indicating their potential to reduce the digital divide experienced by ethnic groups and those from low socioeconomic backgrounds. This phenomenon has generated academic interest in the utilization of mobile devices to facilitate learning, as these devices merge the lines between computing and communications, giving access to both. The objective of this study is to ascertain the inclination of Peruvian higher education students to use mobile devices for learning. This will be achieved through the use of an anticipated model based on artificial neural networks (ANNs). ANNs are supervised machine learning techniques that imitate the organization and operation of the human brain to process data and render decisions. ANNs are computer systems that can learn from observation and experience, much like the human brain, and can subsequently use the acquired knowledge to recognize patterns and make predictions. The objective of this study is to assess the intention of Peruvian tertiary education students to employ mobile devices for learning by creating a predictive model that relies on ANNs. Among the main findings, it is evident that the ANN with optimal performance has 10 neurons within its hidden layer. Factors such as experience with virtual subjects, frequency of use, and coverage are crucial for the two intention variables. This enables directed prediction efforts towards the most significant variables identified by their importance. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) has been continuously adopted in K-12 settings, showing its beneficial impact. Despite numerous studies highlighting the benefit of AR that can enhance students' motivation, no meta-analysis providing an in-depth look into AR's impact on students' motivation has been conducted, particularly in K-12 settings. In this meta-analysis, we meta-analyzed 45 experimental studies using AR in K-12 settings from 2010 to 2022, guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis procedure. We also conducted a moderator analysis considering diverse instructional considerations and study features, to offer a more focused and comprehensive understanding of AR's effect on K-12 students' motivation. The results showed a large effect of AR on enhancing K-12 students' motivation (g = 0.803). Furthermore, we found that marker-based AR and collaborative learning significantly promoted K-12 students' motivation, compared to location-based AR and non-collaborative learning experiences. The results indicated AR in K-12 settings needs to be carefully designed, considering how it is integrated within pedagogical practice. The implications and future research direction for researchers, educational practitioners, and AR developers are also discussed. [ABSTRACT FROM AUTHOR]

This mixed-method study aims to determine the effect of the use of mobile virtual patient application with narrated case-based virtual patients as an assistive technology on students' clinical reasoning skills. It makes a notable contribution by exploring the impact of mobile virtual patient applications on healthcare students' clinical skills and their preparation for real-world patient care. In addition, the accuracy of the analysis results regarding the effect on student achievement was analyzed with a second dataset tool, and thus, aiming to increase reliability by verifying the same research question with a different quantitative analysis technique. In the qualitative part of the study, students' views on the implementation were collected through an open-ended questionnaire and the data were subjected to content analysis. An achievement test was also developed to determine the development of students' clinical reasoning skills, which revealed that each of the learning environments had different outcomes regarding students' achievement and that supporting the traditional environment with the mobile virtual patient application yielded better results for increasing students' achievement. Students' opinions about the mobile virtual patient application and the process also support the increase in academic achievement aimed at measuring clinical reasoning skills. The content analysis showed that the students, who generally reported multiple positive factors related to the application, thought that the stories and cases presented created a perception of reality, and they especially highlighted the contribution of the application to learning the story organization. Based on all these results, it can be said that the application supports clinical reasoning, provides practical experience, improves academic achievement, and contributes positively to motivation. [ABSTRACT FROM AUTHOR]

Although much attention has been paid to mobile learning studies, there is still a scarcity of research examining the moderating impact of perceived complexity on organizational learners' mobile learning performance. Consequently, this study's primary purpose is to investigate the central elements that lead to better mobile learning outcomes and explore the moderating impact of perceived complexity on mobile learning continuance intention. 300 organizational learners took part in this study, and the partial least squares structural equation modeling (PLS-SEM) analysis and SPSS PROCESS procedure (Model 14) were employed to analyze the mobile learning data. The study findings indicated a positive relationship between subjective norm, perceived behavioral control, attitude toward mobile learning, and mobile learning continuance intention. Additionally, the study results revealed that relative advantage was positively related to perceived behavioral control, and family support was positively associated with subjective norm. Finally, the study findings demonstrated that perceived complexity would play a moderating role in determining mobile learning continuance intention. [ABSTRACT FROM AUTHOR]

This paper's aim is to conduct a systematic review of the state of scholarly research on smart mobile learning acceptance (SMLS) and suggest areas for future research. Fifty-five papers from 2019 to 2022 were used for the systematic literature review. The theories of the SMLS acceptance, publication patterns by region, industry, sample type, as well as the study methodology obtained from content analysis are presented. The results revealed about 18 different theories were identified with TAM being the most frequently employed model (n = 23). Three different methods (quantitative, qualitative and mixed-method) were used by the scholars, with questionnaire survey being the main method used to collect data (n = 50). Most of the researchers used structural equation modelling (SEM) to analyse their data. The Asian region has the most studies on SMLS (n = 33), while the education industry happens to be the main focus of the researchers (n = 45). This study's findings may be utilized to enrich theoretical and methodological advancements, as well as to provide important insights for policy creation by developing strategies and frameworks for the acceptance of SMLS. By putting all the relevant knowledge of SMLS together from diverse industries, this study enhances the academic landscape. [ABSTRACT FROM AUTHOR]

This study explored the mobile language learning experiences that Taiwanese high school English language teachers created. A total of 119 valid mobile-assisted language learning (MALL) lesson plans from 36 senior high schools in the national mobile learning (m-learning) programme in Taiwan were analysed via content analysis. The results showed that: (a) "direct guided learning" and "video sharing" were the most used m-learning strategies; (b) the major learning activity foci were on "vocabulary/grammar" and "viewing," while "writing" received less attention; and (c) students often played the roles of "idea sharer," "worksheet doer" and "information searcher." Extrapolating the results with the replacement–amplification–transformation framework further revealed students as "worksheet doer" in the replacement level and "adaptive" as the distinguishing feature for the amplification and transformation level. Finally, from a mobile pedagogical framework perspective, the lesson plans showed that a certain level of personalization and collaboration was created. The results of this research could contribute to the understanding of teachers' MALL lesson design practice and provide possible directions for supporting teachers' design activities. [ABSTRACT FROM AUTHOR]

This study set out to determine what variables led students to choose mobile learning during COVID-19 and to study the direct impact of the perceived fear of COVID-19 (PCF) on undergraduate learners' intentions to adopt m-learning in developing countries such as Sudan. It utilizes the Technology Acceptance Model (TAM) as a foundation and uses PCF as an undependable variable. The surveys were given out to Sudanese undergraduate students. The SPSS and SmartPLS software were utilised for data analysis. The findings revealed that PCF affects both perceived ease of use (PEOU) and perceived usefulness (PU) positively. PEOU and PU influence intention to use (INT) positively. The research findings will help decision-makers, developers of m-learning applications, and researchers promote the acceptance of m-learning. This study contributes to the field of knowledge by extending TAM and adding a new factor, PCF, in order to understand Sudanese students' intention to use m-learning. [ABSTRACT FROM AUTHOR]

Background: Digital storytelling is a teaching tool that can help nursing students master the curriculum and improve their skills. This study investigated the effect of digital storytelling on nursing students' knowledge levels and compliance with isolation precautions. Methodology: A pretest‐posttest open‐label randomized controlled trial. This study was conducted in the nursing department of the faculty of health sciences of a university in Türkiye. The sample consisted of 109 fourth‐year nursing students divided into experimental (n = 66) and control (n = 43) groups. Data were collected using a Demographic Characteristics Questionnaire (DCQ), the Isolation Knowledge Test (IKT), the Questionnaire of Students' Opinions on Digital Storytelling (QSODS) and the Scale of Compliance with Isolation Precautions (SCIP). The experimental group participated a digital storytelling activity, whilst the control group received an education based on the curriculum. The data were analysed using the Mann–Whitney U test, the Wilcoxon test, analysis of variance (ANOVA), and the Spearman correlation test. Results and Conclusions: The experimental group had significantly higher posttest IKT and SCIP scores than the control group (p < 0.05). Both groups had lower IKT and SCIP scores 2 months after the experiment. However, the change was much smaller in the experimental group. Digital storytelling helped the experimental group participants learn about isolation precautions and how to comply with them. Digital storytelling also promotes learning retention. In conclusion, digital tools are effective in distance learning. Practitioner Notes: What is already known about this topic: Storytelling, known as an extracurricular learning method, has begun to be used in nursing education.There are digital methods that improve not only the knowledge level of students but also their skills.In skill‐focused departments, digital learning tools that enable students to learn without entering the laboratory are effective. What this paper adds: Digital storytelling integrated into face‐to‐face learning provide learning retention.Digital storytelling allows students to have fun and learn wherever and whenever they want.It ensures the permanence of knowledge and skills. Implications for practice and/or policy: It is recommended to be frequently used in nursing skills training.It is important to integrate it into the curriculum in skill‐based education departments.Using methods that will ensure active participation of students will provide privileges in education. [ABSTRACT FROM AUTHOR]

Background: Augmented reality can provide a 3D virtual experience, widely used in modern education. However, the impact of these applications on the underdeveloped tribal community has yet to be investigated. To our knowledge, no markerless augmented reality application has been developed especially for learning the language of the Bodo tribe. Therefore, we have developed a markerless augmented reality application—BodoRao to teach the alphabet and numerals of the Bodo tribal language. Objective: This study aims to assess the usability and efficacy of the BodoRao application. To investigate how augmented reality apps affect students' academic achievement in language acquisition. Also, assess the students' attitude towards using an augmented reality application. Method: A mixed‐method approach that combined quantitative and qualitative methods was used to gather the data. A total of 80 students drawn from two user groups: native speakers and non‐native speakers were evaluated, to determine if the BodoRao application can benefit a variety of speakers. Furthermore, from each of the user groups, experimental and control groups were formed. The experimental group used an augmented reality application to learn while the control group studied using a traditional textbook. Eight teachers were also interviewed to get their opinions on the BodoRao application. Results and Conclusion: The findings found a significant difference in the achievement test results between the experimental and control groups for both native and non‐native users. Students' positive attitudes toward the application were also observed, as represented by their high application satisfaction, low anxiety and readiness for use. Additionally, it was observed that there was a positive and significant correlation between the academic achievements and attitudes of native and non‐native students in the experimental group. Lay Description : What is already known about this topic: Augmented reality has been used for educational purposes, including language acquisition.Augmented reality applications increase learning interest, motivation and engagement among learners. What this paper adds: This study develops a markerless augmented reality application—'BodoRao' for teaching a vulnerable Bodo tribal language.This is a novel technology as it is the first augmented reality application developed for teaching the Bodo language.This application will teach the Bodo language to the tribe's younger generations, helping to preserve the language at the same time.This study has done usability testing on two user groups—native and non‐native—to ascertain whether the BodoRao application can benefit a variety of speakers. Implications for practice and/or policy: More augmented reality applications should be developed for endangered languages to safeguard and educate the next generation of speakers. [ABSTRACT FROM AUTHOR]

Background: In the field of Learning Design, it is common that researchers analyse manually design artefacts created by practitioners, using pedagogically‐grounded approaches (e.g., Bloom's Taxonomy), both to understand and later to support practitioners' design practices. Automatizing these high‐level pedagogically‐grounded analyses would enable large‐scale studies on practitioners' design practices. Such an approach would be especially useful in the context of mobile learning, where practitioners' design practices are under‐explored and complex (e.g., involving both formal and informal learning activities, happening between physical and digital spaces). Objectives: We inquire about the kind of designs that practitioners create in mobile learning by analysing the entire databases of two m‐learning tools, Avastusrada and Smartzoos, which promote inquiry learning outdoors. Methods: We use supervised machine learning to classify the textual content of the designs based on the cognitive level required from learners, the inquiry‐based learning phases they cover, and their connection with the learning context (e.g., the role played by the situated environment). Results and Conclusions: Results from the in‐the‐wild studies emphasize practitioners' tendency to design contextualized activities, but that include few higher‐order thinking tasks and elements of inquiry learning. This raises questions about the real‐life pedagogical value of similar mobile learning tools and highlights the need for providing pedagogical guidelines and technical solutions that would promote the adoption of good learning design practices. Major takeaways from the study: While we show that machine learning techniques (informed by learning design elements) can enable large‐scale studies and provide useful insights, to best understand and support practitioners' design practices it would be necessary to combine them with other quantitative and quantitative analyses (e.g., a qualitative understanding on why practitioners take specific design decisions). Future research could use similar machine learning approaches to explore other design settings, as well as explore scenarios where similar algorithms can be embedded in design tools, to guide practitioners' design practices. Lay Description: What is already known about this topic: Mobile learning activities demand extensive technical and pedagogical competencies from the practitioners that design them, especially in activities that bridge formal and informal learning, across physical and digital spaces.The field of Learning Design has provided several authoring tools, as well as good practices that support practitioners to design for mobile learning.Supervised machine learning informed by activity traces has been used to understand teaching and learning practices. What this paper adds: An in‐the‐wild study on the kind of designs created by the practitioners of two m‐learning tools, Avastusrada and Smartzoos, in terms of the cognitive level that they require by learners, as well as the role played in their activities by inquiry learning and the learning context.Evidence on the potential use of supervised machine learning techniques, informed by elements of the learning design and the learning context, to understand practitioners' design practices. Implications for practice and/or policy: To support practitioners design practices, it is necessary to provide, not only training offering technical and pedagogical expertise in mobile learning design, but also learning design systems with built‐in guidance and recommendations.Using supervised machine learning informed by the learning design and the learning context can help not only researchers but also practitioners to understand and improve their learning design practices. [ABSTRACT FROM AUTHOR]

This study adopts a robust systematic literature review (SLR) to investigate the use of mobile devices to support learning (mobile learning) in university science education. It analyses 24 high quality studies over the past decade to generate insights into contemporary mobile learning developments in relation to settings, applications and pedagogical approaches, as well as trends in research methodologies and outcomes. The results show that the use of mobile devices is providing university science learners with peer learning opportunities and supporting their networked interactions with the science community and resources. However, the study also uncovers more constrained use of mobile devices associated with traditional didactic approaches, often in formal settings. The study identifies key differences from other SLR findings on mobile learning in school science education, most notably with respect to adopted pedagogies. It suggests future research directions, including the need for more qualitative studies of mobile learning in university science education. [ABSTRACT FROM AUTHOR]

Mobile learning utilizes mobile technology, such as smartphones, tablets, and other mobile devices, to facilitate a flexible and collaborative learning process. This research aims to implement the integration of mobile learning into the Rifdarmon model in the learning process and evaluate the effectiveness of mobile learning integration into the Rifdarmon model in improving student learning outcomes in the Sensors and Transducers course. This research uses a quantitative approach with an experimental method. The subjects in this study are active students in the Automotive Engineering Department of Padang State University taking the Sensors and Transducers course. The sampling technique used is cluster random sampling, where the researcher randomly selects two classes, the control and experimental classes. Then all students in the selected clusters become the sample. The data in this study were collected based on the pre-test and post-test scores obtained by students in the Sensors and Transducers course. Based on the results and discussion, the implementation of mobile learning integration into the Rifdarmon model in the learning process was successfully carried out in this research. There was a significant increase in learning outcomes for students after following the learning process, both with the conventional learning model (control class) and mobile learning integration into the Rifdarmon model (experimental class). [ABSTRACT FROM AUTHOR]

Currently, e-learning has changed the way students' study by providing high-quality education that is not restricted by place or time. Mobile phones, tablets, laptops, and desktop computers are some of the products that make online learning easier. These devices were used for mandatory online learning due to the COVID-19 pandemic. However, because the e-learning approach prevents an instructor from actively observing a group of students, they may become distracted for many reasons, significantly reducing their learning potential. This paper proposes an intelligent system called the Intelligent E-Learning Monitoring System (IELMS) that helps faculty members keep track of such students and supports them in improving their performance. Convolutional neural network (CNN) techniques are utilized to detect emotions, and once the optimum algorithm for detecting emotions has been identified, it is fused into the model that detects an online learner's distraction. The fused model produces logs of distraction and emotion. These logs will assist the teaching community in identifying underperforming online learners and facilitating counseling. [ABSTRACT FROM AUTHOR]

With the continuous advancement of information technology, mobile interactive technology has been increasingly applied in higher education, providing robust support for blended learning models. These models integrate the advantages of traditional classroom teaching and online learning, enhancing the flexibility and interactivity of the educational process. In recent years, research on mobile interactive technology and blended learning has expanded. However, most studies have primarily focused on the application of technological tools and platform construction, with limited exploration of specific interaction models and learning experiences. Furthermore, research on student learning objective identification and group stratification have been constrained, failing to effectively meet the needs of personalized learning. In response, this study explores the integration of interaction models and learning experiences within a mobile environment for university students in blended learning settings. Additionally, methods for identifying learning objectives and stratifying student groups based on mobile technology were investigated, aiming to provide theoretical and practical guidance for the implementation of blended learning in higher education. [ABSTRACT FROM AUTHOR]

The aim of this research is to analyze the experiences of seventh-grade students during the process of playing an educational mobile game that involves algebra topics and to reveal what they experience in such a learning environment, as part of a case study. Participants were nine seventh grade students who had low math achievement and spent a lot of time playing digital games. An educational digital game was developed regarding algebraic expressions and we asked students to play this game in their free times for two weeks. After practices with educational digital game for two weeks, semi-structured interviews were carried out with students. The collected data was analyzed qualitatively using the content analysis method. As a result, despite the technical challenges encountered by students in the game mechanics, they expressed overall satisfaction with the design of the game and the story employed in. The importance of game mechanics in the design of a mobile game was reaffirmed by the results obtained in this study. [ABSTRACT FROM AUTHOR]

This research evaluates the extended unified theory of acceptance and use of technology (UTAUT) model from the context of mobile-based learning using smartphones amid COVID-19. It specifically examines the impact of exogenous variables such as social isolation besides standard dimensions and mediating variables such as perceived compatibility, perceived anxiety, and perceived value on mobile learning technology. The research also explores the impact of service quality and technological innovation as moderating variables on the modified and extended UTAUT model. The data for this research was gathered from 898 students in technologically advanced countries, for instance, Canada, the United Kingdom, Spain, France, the United States, Australia, and Germany. The outcomes of this research show that the exogenous dimensions of the UTAUT model, such as social isolation, have an affirmative and significant association with the behavioral intent to adopt mobile-based learning in an online education environment. The study's findings further exhibited that the mediating dimensions, such as perceived anxiety, perceived compatibility, and perceived value, have a robust and affirmative association between exogenous and endogenous factors. Moreover, the results demonstrated a strong influence of technological innovation and service quality on the association between independent and dependent factors. Overall, the research findings have significant implications for both industry and academia regarding management and theory. [ABSTRACT FROM AUTHOR]

Objective: To propose a deep learning-based low-field mobile MRI strategy for fast, high-quality, unshielded imaging using minimal hardware resources. Methods: Firstly, we analyze the correlation of EMI signals between the sensing coil and the MRI coil to preliminarily verify the feasibility of active EMI shielding using a single sensing coil. Then, a powerful deep learning EMI elimination model is proposed, which can accurately predict the EMI components in the MRI coil signals using EMI signals from at least one sensing coil. Further, deep learning models with different task objectives (super-resolution and denoising) are strategically stacked for multi-level post-processing to enable fast and high-quality low-field MRI. Finally, extensive phantom and brain experiments were conducted on a home-built 0.2 T mobile brain scanner for the evaluation of the proposed strategy. Results: 20 healthy volunteers were recruited to participate in the experiment. The results show that the proposed strategy enables the 0.2 T scanner to generate images with sufficient anatomical information and diagnostic value under unshielded conditions using a single sensing coil. In particular, the EMI elimination outperforms the state-of-the-art deep learning methods and numerical computation methods. In addition, 2 × super-resolution (DDSRNet) and denoising (SwinIR) techniques enable further improvements in imaging speed and quality. Discussion: The proposed strategy enables low-field mobile MRI scanners to achieve fast, high-quality imaging under unshielded conditions using minimal hardware resources, which has great significance for the widespread deployment of low-field mobile MRI scanners. [ABSTRACT FROM AUTHOR]

Purpose: This study examines the antecedents and outcomes of using mobile fintech applications, including mobile banking, mobile payments, mobile transfer and mobile financial money management tools. Design/methodology/approach: This paper examines the antecedents (i.e. financial education and financial literacy) and outcomes (i.e. desirable financial behaviors and financial well-being) of the utilization of mobile fintech. Using data from the 2018 National Financial Capability Study and structural equation modeling techniques, this study provides empirical evidence to show significant direct and indirect relationships among these factors. Findings: The structural equation modeling results revealed that financial education was positively associated with both financial literacy and mobile fintech utilization. Interestingly, financial literacy was negatively associated with mobile fintech utilization and served as a negative mediator between financial education and mobile fintech utilization, while it positively correlated with desirable financial behaviors, enhancing financial well-being. Utilization of mobile fintech was negatively associated with desirable financial behaviors and indirectly and negatively associated with financial well-being. The alternative model highlighted a direct and negative association between mobile fintech usage and financial well-being, and a direct positive association between financial literacy and financial well-being. Originality/value: This study makes contributions to the literature on financial well-being by examining pathways of antecedents and outcomes of mobile fintech utilization. The findings provide new insights into the rapid evolution of mobile fintech innovations and provide important policy and practical implications. [ABSTRACT FROM AUTHOR]

The application of reinforcement learning in mobile robotics faces the challenges of real-world physical environments, in contrast to playground setups like video games. In a mobile robot motion control, it is not always possible to perform episodes of pre-training in large amounts due to time, resource limitations or other concerns. Control methods that rely on a prior explicit map may be impractical or even impossible to use for new dynamic environments. In this paper, we present a method of local navigation approach for driving a robot to a desired position without relying on an explicit map of the environment. Only the laser scan measurements were used to determine the obstacles. We focus in this work on online methods of reinforcement learning which do not require running the robot in full episodes until success or failure. However, the price for such an online capability is that some model knowledge about the environment has to be utilized. Here, we propose an algorithm called stacked Q-learning, which unifies aspects of standard reinforcement learning techniques with model-based predictive agents. We compare this algorithm to a classical model predictive controller. The comparison focuses on the accumulated cost of parking the robot avoiding obstacles. The results look promising as the stacked Q-learning beat its counterpart, model predictive control, yet being of the same computational complexity. The suggested agent design of stacked Q-learning can thus be taken as a foundation for a class of predictive reinforcement learning methods. [ABSTRACT FROM AUTHOR]

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The "Author Index Volume 18 (2024)" from the International Journal of Semantic Computing lists various authors and their respective articles published in the journal. Topics covered include AI ecosystems, video codecs, image classification, knowledge graphs, and robotic systems. The index provides a comprehensive overview of the research contributions in the field of semantic computing for the year 2024. [Extracted from the article]

Lack of proper laboratories and inadequate facilities have become some of the factors affecting chemistry practical in Nigeria which therefore affects students' performance. While there were many studies conducted on the effectiveness of mobile learning, literature remains very scarce in the Nigerian context. In order to tackle this problem, using Analysis, Design, Develop, Implementation and Evaluation (ADDIE) instructional design model, the researchers developed and tested the effectiveness of mobile learning towards improving college of education pre-service teachers' achievement in practical chemistry. The study adopted the use of repeated measures design whereby 50 pre-service teachers were purposively used in the study. A 40-item Practical Chemistry Achievement Test (PCAT) which was subjected to expert validation and reliability test was used to obtain data for the study. A normality test was conducted using Kolmogorov–Smirnov test and it was revealed that the data were normally distributed (P > 0.05). The students were given two pre-test and post-measures before and after the 8-week treatment period. The data were analyzed using mixed design repeated measures analysis of variance and we found that students' performance improved periodically with each testing period (F (3,147) = 109.475, P = 0.000 with an effect size of (ηp2) = 0.916) after the treatment. The finding also revealed no significant differences in the performance of the students on the basis of gender that (F (3,144) = 2.051, P = 0.109) with an effect size of (ηp2) 0.21. This finding has some implications for lecturers, researchers and policy experts on the need to incorporate mobile learning in education. This finding provides insights on the effectiveness of mobile learning towards enhancing students' chemistry practical knowledge. [ABSTRACT FROM AUTHOR]

We examine from whom children learn in mobile hunter-gatherers, a way of life that characterized much of human history. Recent studies on the modes of transmission in hunter-gatherers are reviewed before presenting an analysis of five modes of transmission described by Cavalli-Sforza and Feldman [L. L. Cavalli-Sforza, M. W. Feldman, Cultural Transmission and Evolution: A Quantitative Approach (1981)] but not previously evaluated in hunter-gatherer research. We also present two modes of group transmission, conformist transmission, and concerted transmission, seldom mentioned in hunter-gatherer social learning research, and propose a unique mode of group transmission called cumulative transmission. The analysis of the additional modes of transmission indicated that cultural evolutionary signatures of vertical transmission, such as the conservation of cultural traits, have been underestimated because previous studies have seldom considered remote generations or distinguished intrafamilial from extrafamilial horizontal and oblique transmission. However, field data also indicate that hunter-gatherer children interacted with and learned from many nongenetically related individuals; about half of children’s and adolescents’ horizontal and oblique social learning came from nongenetically related individuals. Intimate living conditions of hunter-gatherers provide opportunities for group transmission, and ethnographic evidence presented demonstrates that at least three types of group transmission exist. All three forms of group transmission theoretically contribute to the conservation of culture, homogeneity of intracultural diversity, and high intercultural diversity. Analysis of additional modes of oblique and horizontal transmission and discussion of previous and unique modes of group transmission demonstrate the various mechanisms by which hunter-gatherer children learn and how cultures are conserved and contribute to cumulative culture. [ABSTRACT FROM AUTHOR]

AbstractThe present study combines three influential and interwoven areas of research (MALL, SLA, and psycholinguistics) into a cohesive research framework to explore whether and how medium and word exposure influence L2 learners’ incidental acquisition and online processing of new words using eye tracking methodology. Seventy-seven L2 learners engaged in reading a short novel containing new words of higher and lower exposure frequencies on a tablet or in print. We assessed L2 learners’ word learning accuracy using word form recognition, meaning recognition, and meaning recall tasks after reading. Eye tracking measures (including first-fixation duration, first-pass time, second-pass time, and total-reading time) were used to analyse visual attention allocated at the early and late stages of L2 learners’ lexical processing during reading. The results from ANCOVA analyses demonstrated the continued positive and significant effects of word exposure on L2 learners’ learning gains and attentive processing. Further, our findings indicated the negative effects of mobile-assisted reading on both accuracy and attention compared to in-print reading, with the latter readers achieving greater word learning gains in all three accuracy dimensions and employing an attentive reading strategy with more attentional resources allocated at the early stage and fewer ones at the late stage of lexical processing, as opposed to a skimming strategy observed in tablet users. From a pedagogical perspective, the cognitive costs associated with attentional deficits underscore issues on underlying cognitive mechanisms and highlight interventions requiring further exploration and consideration. [ABSTRACT FROM AUTHOR]

With the explosive growth of smart mobile devices in wireless networks, the increasing computational power of mobile chips and the growing concern for personal privacy, a decentralized deep learning framework at the mobile terminal layer has emerged called federated learning (FL) to enhance user experience. This paper studies the training efficiency optimization problem of wireless FL that jointly considers processor performance, channel conditions and terminals' power in a non-independent identically distribution (non-IID) scenario. And, the training efficiency optimization problem is mathematically modeled and then decomposed into several sub-problems based on the independence and decoupling of the variables involved. To enhance the training efficiency of wireless FL, a comprehensive scheduling strategy encompassing computational and communication aspects is proposed. Simulation results show that the proposed scheduling strategy for wireless FL achieves superior learning performance with reduced training latency. [ABSTRACT FROM AUTHOR]

ABSTRACT Although several studies have provided positive evidence concerning the impacts of technology‐mediated language learning on learners’ vocabulary acquisition, few studies have investigated concept mapping in this field. This study intended to examine the impacts of guided and unguided mobile‐mediated concept mapping on learners’ vocabulary acquisition outside of English as a foreign language (EFL) classrooms. Moreover, the vocabulary acquisition strategies of students were examined. Sixty EFL learners in three intact classes were assigned to guided and unguided mobile‐mediated concept mapping conditions as well as one control group. The participants in the guided mobile‐mediated concept mapping group were provided with fill‐in‐blank concept mapping of words, and they were asked to fill in the nodes through their smartphones. The participants of the unguided mobile‐mediated concept mapping group were asked to draw concept maps of words via their mobile phones without receiving fill‐in‐blank concept mapping. The control group's participants were required to understand and memorize the words given to the experimental conditions conventionally, and they did not receive mobile‐mediated concept maps. Analyses of the learners’ post‐ and also delayed posttests indicated that both guided and unguided mobile‐mediated concept mapping were equally beneficial for increasing EFL learners’ vocabulary learning. Moreover, findings revealed that guided and unguided mobile‐mediated concept mapping promoted learners’ vocabulary learning strategy awareness outside of EFL settings. [ABSTRACT FROM AUTHOR]

In this exploratory mixed‐methods study, we introduce and test our AI‐powered vocabulary learning system—ARCHe, which embeds four AI functions: (1) automatic feedback towards for pronunciation, (2) automatic feedback for towards handwriting, (3) automatic scoring for student‐generated sentences and (4) automatic recommendations. Specifically, our study of 140 students taught by six teachers in three primary schools in Singapore explores the links between these AI functions and students' learning engagement and outcomes via the analysis of their pre‐ and post‐tests, post‐surveys, focus group discussions and artefacts created via ARCHe. Results show improved Chinese character and vocabulary test scores after using ARCHe. Students' perceptions of ARCHe automatic recommendations and feedback towards pronunciation positively influence their emotional engagement. Also, students who perceived ARCHe automatic recommendations and feedback on handwriting more favourably than others reported greater cognitive engagement. Meanwhile, students whose groups created more sentences in classroom‐based collaborative learning than others were more likely to show learning gains. This study provides insights for learning designers and educators on AI's potential in language learning, with recommendations for future research directions. Practitioner notes What is already known about this topic AI‐enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes. Students' perceived usefulness of a mobile learning system positively influences their learning engagement. Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences. What this paper adds This study introduced and tested a self‐designed AI‐powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations). Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement. Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with greater complexity during group activities in class. By contrast, those viewing ARCHe recommendations as more useful than others did wrote shorter sentences. Students in groups that wrote more sentences during their class activities were more likely to show learning gains (unlike the non‐significant effects of home‐based individual activities). Implications for practice and/or policy This study contributes to the existing body of knowledge in AI‐enhanced language learning by showcasing how AI can empower mobile‐based vocabulary learning for young students. The study sheds light on specific AI functions that affect language learning engagement. The findings offer specific recommendations for classroom instruction and AI system upgrades and provide insights into the development of online language learning with AI. What is already known about this topic AI‐enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes. Students' perceived usefulness of a mobile learning system positively influences their learning engagement. Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences. What this paper adds This study introduced and tested a self‐designed AI‐powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations). Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement. Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with greater complexity during group activities in class. By contrast, those viewing ARCHe recommendations as more useful than others did wrote shorter sentences. Students in groups that wrote more sentences during their class activities were more likely to show learning gains (unlike the non‐significant effects of home‐based individual activities). Implications for practice and/or policy This study contributes to the existing body of knowledge in AI‐enhanced language learning by showcasing how AI can empower mobile‐based vocabulary learning for young students. The study sheds light on specific AI functions that affect language learning engagement. The findings offer specific recommendations for classroom instruction and AI system upgrades and provide insights into the development of online language learning with AI. [ABSTRACT FROM AUTHOR]

This paper considers the control synthesis problem and its solution using symbolic regression. Symbolic regression methods, which were previously called genetic programming methods, allow one to use a computer to find not only the parameters of a given regression function but also its structure. Unlike other works on solving the control synthesis problem using symbolic regression, the novelty of this paper is that for the first time this work employs a training dataset to address the problem of general control synthesis. Initially, the optimal control problem is solved from each point in a given set of initial states, resulting in a collection of control functions expressed as functions of time. A reference model is then integrated into the control object model, which generates optimal motion trajectories using the derived optimal control functions. The control synthesis problem is framed as an approximation task for all optimal trajectories, where the control function is sought as a function of the deviation of the object from the specified terminal state. The optimization criterion for solving the synthesis problem is the accuracy of the object's movement along the optimal trajectory. The paper includes an example of solving the control synthesis problem for a mobile robot using a supervised machine learning method. A relatively new method of symbolic regression, the method of variational complete binary genetic programming, is studied and proposed for the solution of the control synthesis problem. [ABSTRACT FROM AUTHOR]

This study aims to assess the impact of mobile augmented reality (AR) applications on the astronomy competencies of middle school students in Vietnam, addressing the gap in practical educational mobile applications within science, technology, engineering, and mathematics (STEM) fields. Employing a quasi-experimental design, the study involved 438 sixth graders from four middle schools in Central Vietnam over eight weeks. The experimental group utilized AR applications, while the control group received conventional textbook instruction. Astronomy competencies were evaluated through pre- and post-tests, employing self-developed questionnaires based on standardized assessments. The results indicated that students in the AR group outperformed their counterparts in the control group across key competencies, including celestial motion, spatial orientation, and conceptual understanding. Notably, analysis of spatial learning revealed that female students in the AR group performed better than their male peers. Interviews with participating students suggested that AR applications enhanced interactions and facilitated a better understanding of abstract concepts, although some technical issues were reported. These findings highlight the potential of mobile AR to improve short-term learning outcomes and suggest its role in narrowing gender gaps in STEM education. Future research should investigate the long-term effects of AR on learners and explore its application across diverse learning environments while considering infrastructural and socio-cultural constraints. [ABSTRACT FROM AUTHOR]

A digital media platform can enhance students' motivation and help them learn new abilities to further their English communication skills. They can utilize it to improve their English communication skills through their mobile phones for lifelong learning and to integrate digital media technology into their study and work worldwide, developing 21st-century abilities and skills. This study aimed to create a digital media platform, improve students' English communication skills, and study students' satisfaction with using the digital media platform through mobile language learning. A sample of 107 students participated in the self-learning of English for Daily Life Communication course, which was selected using a simple random sampling technique. The digital media platform included videos and practices of 20 contents about English communication for daily life. The experiment was carried out for five weeks. The research instruments included digital media platform, a pre- and post-test, and a satisfaction questionnaire. The data were statistically analyzed by mean and standard deviation. The results revealed that the students improved their English communication skills at the .005 significance and were satisfied at a mean of 4.31. It concludes that the digital media platform benefits by enhancing the students based on their findings on improving their English communication skills and overall satisfaction. Additionally, both the educators and students are supported in achieving successful foreign language learning through mobile technology. [ABSTRACT FROM AUTHOR]

The widespread use of mobile devices has intensified the demand for literature translation in both academic research and personal learning. However, existing translation applications face significant challenges regarding offline mode and data synchronization. Ensuring translation quality and efficient data synchronization, particularly under unstable or disconnected network conditions, has emerged as a critical issue. Current research predominantly focuses on local storage and update mechanisms in offline mode. However, limitations in storage capacity and update strategies often hinder translation effectiveness. Additionally, data synchronization techniques have been primarily studied in stable network environments, with insufficient attention to strategies that address poor network quality or intermittent connectivity. To address these gaps, this study explores the offline mode and data synchronization technologies in literature translation applications on mobile devices. The study proposes optimized storage and update strategies for the offline mode while enhancing the efficiency and reliability of data synchronization, ultimately improving the usability and user experience of translation applications. [ABSTRACT FROM AUTHOR]

With the rapid development of information technology, the application of generative artificial intelligence (GAI) in the field of education is becoming more and more extensive, especially on contemporary college students' mobile learning, which has a profound impact. However, the attitudes of contemporary college students towards using GAI for mobile learning are characterized by complexity and diversity, so it is necessary to explore the factors affecting college students' willingness to use GAI. In view of this, this paper conducted a questionnaire survey with 1028 college students in China and adopted the structural equation modeling (SEM) model to identify and analyze the factors affecting college students' behavior of using GAI for mobile learning. The results show that performance expectation, effort expectation, social influence, convenience conditions, and perceived fun of GAI significantly affect college students' willingness to use GAI, while perceived risk and perceived learning resources have no significant direct influence effect on willingness to use. Based on the empirical results, future strategies for the advancement of GAI education are proposed to further optimize the application of GAI in m-learning. [ABSTRACT FROM AUTHOR]

With the rapid development of mobile learning technologies, mobile learning environments have become an integral part of modern education, offering students flexible learning methods and a wealth of educational resources. In this context, project-based learning (PBL), a student-centered instructional model, has garnered significant attention due to its proven effectiveness in enhancing students' autonomous learning capabilities and problemsolving skills. However, effectively implementing PBL within mobile learning environments still presents numerous challenges. The current study primarily focuses on technical support and infrastructure development and lacks systematic knowledge models, precise knowledge recommendation mechanisms, and effective utilization of expert resources. To address these issues, this study provides new theoretical perspectives and practical approaches in this domain by constructing a knowledge model for PBL within mobile learning environments, designing a knowledge recommendation system, and developing an expert map application. The findings of this study are expected to offer a more targeted and practical strategy for PBL in mobile learning environments, thereby improving educational outcomes. [ABSTRACT FROM AUTHOR]

Beyond being classified as an educational tool, mobile phones are an inescapable part of teenagers’ lives, the interface for their “expanded self”. In Spain, the educational policy regarding the use of mobile phones in schools is vague, so it is interesting to know what teachers think about the educational relationship between mobile phones and adolescents. A qualitative approach was used to analyse the content of 10 focus groups in 10 Spanish secondary schools, in which 72 teachers participated. Six thematic cores were identified that characterise the educational image of mobile phones: regulations, their use in the school environment, students’ digital literacy, teachers’ digital competence, teachers’ demands for good use, and insights for the future. In conclusion, for teachers, mobile enhanced learning may remain a pipe dream unless young people are educated in digital literacy and the current educational policies regarding the use of these devices (for, against or indifferent to it) are clarified. As things stand, they represent an obstacle to be overcome in the Spanish education system. [ABSTRACT FROM AUTHOR]

AbstractThe local trains of Mumbai, known for their excessive crowding and cramped conditions, are a popular public transport system due to the vast spread of the network and cheap pricing. These trains are also used extensively by women due to the provision of exclusive segregated ladies’ compartments. However, women still need to negotiate with crowds, and push and jostle as they struggle to board and deboard trains. Through an ethnographic study of women’s experiences of travelling by trains, I examine how women learn to be mobile and teach others, such as their children, to navigate the local train system. Analysing women’s narratives of how they learnt to use trains, I find that teaching mobility and teaching gender go hand-in-hand, as women simultaneously internalise codes of appropriate femininity to protect themselves from physical and sexual harm, but also subvert mainstream femininities, as they embark on their everyday train journeys. [ABSTRACT FROM AUTHOR]

The use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid‐19 pandemic. Mobile phones often have high levels of ownership in low‐income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data‐heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy‐focused initiative for primary‐aged learners carried out in Kenya as part of the Tusome programme and through the SMS‐based M‐Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost‐effective in comparison with educational technology interventions in similar contexts. The findings show that this low‐connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low‐connectivity contexts. Practitioner notes What is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption. What is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption. [ABSTRACT FROM AUTHOR]

Human education has undergone various cycles of reform, yet many current education systems still rely on rigid models that do not meet the individual needs of students. Along with the advancement of technology and the digital revolution, there is a need for significant changes in the way education is delivered, especially in architectural education. This research aims to explore how mobile learning, microlearning, and gamification can revolutionize architecture education by meeting the increasingly diverse needs of students. This research uses a descriptive methodology that combines case studies and literature reviews to analyze current phenomena in architecture education. Findings show that the implementation of gamification, micro-learning, and mobile learning increases engagement, customization, and flexibility in architecture learning. Students now seek learning experiences that are interactive and customizable to their personal needs. By utilizing AI-based tools and more dynamic learning methods, educators can create learning environments that are more productive and responsive to the demands of the digital age. Architecture education in Indonesia, in particular, needs to adapt to international standards and modern challenges such as environmental sustainability. This research underscores the importance of integrating new technologies in architectural education to create more relevant and effective learning experiences. By adopting a more flexible and technology-driven approach, architecture education can better prepare students to face challenges in the world of work. [ABSTRACT FROM AUTHOR]

The app 'Roteiro Entre-Marés' offers digital itineraries for exploring intertidal zones, such as the rocky platform of the Avencas Marine Protected Area. As users travel through the intertidal area, several challenges emphasising the biodiversity and environmental issues are presented. Eighth-grade students (n=63) used this application and were challenged to identify in situ the marine species present in different zones of the intertidal ecosystem. Then, questionnaires and interviews were performed with teachers and students to examine the utilisation of mobile apps as educational tools. The fact that they learnt a lot, autonomously, using the field guide of the app, was among the aspects that the students most appreciated, describing this app as an organised, informative, interesting, and interactive learning tool. Teachers say this is a useful didactic resource because it delivers clear and reliable information that links theory and practice. Hence, this study examines the acceptance of this mobile app as an instructional tool among students and teachers, highlighting the potential of mobile apps as educational tools. [ABSTRACT FROM AUTHOR]

Podcasts as a mobile learning platform to augment surgical expertise and dialogue have been embraced by many surgical educators and learners. Podcasts are digital audio files that can be streamed or downloaded from the internet to individual devices. Surgical podcast literature was appraised with a search using the keywords 'surgery' AND 'podcast' in the PubMed database which found 639 results with titles and abstracts screened to identify and review 28 relevant articles. This narrative review explores podcast origins, aims, structure and availability for diverse surgical audiences. It also appraises quality, strengths and limitations, highlighting optimal surgical podcast features. Finally, it proposes how to better implement podcasts into surgical training and clinical practice. [ABSTRACT FROM AUTHOR]

This study developed a wearable mixed reality (MR)-based mobile learning system and applied it to museum learning activities to explore whether the proposed system can effectively improve university students' learning outcomes, situational interest, and cognitive load. Four museums were selected as the informal learning sites, and 64 university students were randomly divided into the experimental group (using the wearable MR-based mobile learning system) and the control group (using the conventional mobile learning system). The results show that in the retention and comprehension dimensions of the learning outcome, the experimental group has significantly better learning performance than the control group. The experimental group showed improvements in almost all dimensions of situational interest, except for the challenge dimension, while their extraneous cognitive load was reduced. Furthermore, this study found that the proposed system has a positive influence on museum learning in higher education, and has good potential for improving the conventional mobile learning system and enhancing students' learning performance. The findings of this study can provide a reference for future research on the possibilities of using wearable devices for museum education. [ABSTRACT FROM AUTHOR]

The study focuses on mobile learning at universities, with emphasis on the changes brought by the quarantine during the COVID-19 pandemic (the first and the second wave) in which only distance education was possible. The participant sample consisted of Slovak university students (N = 48; age 20–25 in 2020 and N = 45; age 20–25 in 2021). Qualitative design and narrative method were chosen to find out the individuals' experience of concrete events embedded in a socio-cultural context. The data was analyzed using a holistic-content perspective in combination with a thematic analysis. The results showed the key moments linked to the university students' experience in the first wave of the COVID-19 pandemic: nostalgia, shock – sudden change, and adaptation. In the second wave of the COVID-19 pandemic, the key moments were: nostalgia, uncertainty, and short-term planning. The important phases for the sustainability of m-learning were related to the comparison between nostalgia, the recovery from the shock after a sudden change in lifestyle, and the adaptation to new living conditions. This was reflected in the key topics focused on the main phases, with an accent on life enjoyment, self-centring, and stress before the COVID-19 pandemic. The paper fulfills the gap in the research focused on understanding students' feelings, attitudes, values, and use of m-learning during forced distance education. Qualitative design research allowed going deeper into students" psychological aspects during national quarantine. The results allow us to prepare the universities and state policies on working with students during future crises and emphasize sustainable mobile learning. [ABSTRACT FROM AUTHOR]

In the realm of marine intelligence, effective ship classification across vast oceanic expanses is pivotal. Despite strides in conventional identification techniques, existing methods exhibit limitations in terms of effectiveness, robustness, and overall performance. This paper introduces a novel Elephant Herd optimization based Spiking Neural Networks (EHO-SNN) for discerning large ships, small vessels, and the absence of ships. Initial satellite images from the Airbus dataset capture ships at sea, subjected to preprocessing via the wavelet transform-based Retinex algorithm (WRA) to eliminate noise and fog artifacts. Deep learning mobile net facilitates feature extraction, while the Elephant Herd algorithm culls irrelevant features, honing in on the most pertinent ones. Finally, the classification through a spiking neural network, distinguishing between large ships, small vessels, and the absence of ships. Detected large and small ships are accurately positioned within a selected scene, while the absence of a ship terminates the process. The Proposed EHO-SNN model attains an impressive classification accuracy of 99.10%. Notably, it surpasses OMRCNN-SHD, Efficient Net, and AN-YOLOv4 by 1.15%, 12.30%, and 7.79%, respectively, thereby advancing overall accuracy in ship classification. [ABSTRACT FROM AUTHOR]

Previous reading research on incidental word learning as product and process has largely employed computer- or paper-based delivery methods. The present study uses a novel combination of offline and online measures to examine the effects of mobile media (mobile phone and tablet) compared to traditional media (paper and computer) on incidental L2 word learning from reading at three stages: the acquisition outcome, the acquisition process, and the posttest recall. One hundred fifty-six participants were assigned to one of the four media conditions with their eye movements recorded. We examined the acquisition outcome using form recognition, meaning recognition, and meaning recall posttests. We examined the acquisition process using summed first fixation duration, summed gaze duration, and summed fixation time. We used response time to examine the posttest recall. Our results show that mobile-assisted reading yielded an equivalent performance in word learning accuracy, allocated visual attention, and response time compared with paper-based reading that still presents a small advantage. Lower performance in one dimension of accuracy and two dimensions of attentional allocation suggest less efficiency in word learning from computer-assisted reading. This study presents a new research direction and cognitive evidence of the effectiveness of mobile-assisted language learning in word learning. We critically discuss the limitations of this study and provide suggestions for future research. [ABSTRACT FROM AUTHOR]

This article describes the design and implementation of a training model on Multimodal Mobile-Assisted Language Learning (M-MALL) for EFL pre-service (PSTs) teachers. Albeit EFL teachers' positive attitude towards technology integration into language teaching, they may still lack guidance and support on how to implement mobile technologies in their teaching contexts. Based on these, a training model to integrate M-MALL into PST education was suggested. An M-MALL training program was developed for the purposes of the study based on the needs, related literature, and the gap stemming from the lack of training opportunities in PST education. 16 PSTs studying in an ELT Department in Turkey participated. Following the implementation of a systematic eight-week training, participants were asked to write reflections on the training they received. The PSTs, in general, reported positive views on receiving training. Receiving such thorough training resulted in many gains for the participants such as improvement in teaching skills, expanding perspective on effective mobile technology integration, and being up to date as a teacher. The results have implications for language teachers and curriculum designers, and the suggested model provides a guideline for PST educators and language practitioners who would like to improve teaching competencies in a digital world. [ABSTRACT FROM AUTHOR]