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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]

AbstractMobile augmented reality (MAR) technology provides EFL learners with a combination of real and virtual learning environments. However, little research has been conducted to investigate the effects of integrating pedagogical agent (PA) into AR applications. Therefore, this study designed and developed a MAR application with the pedagogical agent (PA-MAR) to support EFL primary school students' vocabulary learning. A total of 60 students from a primary school in central China participated in the experiment, and a QUAN-qual sequential mixed-method design was used. The results showed that students in the PA-MAR group outperformed students in the NoPedagogical Agent Augmented Reality Mobile Application (NPA-MAR) group and those who learned vocabulary in a traditional classroom in terms of vocabulary acquisition, motivation, and perception of technology. The results of the qualitative analyses showed that the students perceived PA-MAR as a useful tool for their vocabulary learning and that it improved their motivation and enjoyment. The theoretical and practical value of the study is also discussed. [ABSTRACT FROM AUTHOR]

Visually monitoring the surrounding traffic is key to safe driving. This article examines how trainee drivers (TDs) enrolled in a Swedish driving school practice checking the blind spot, i.e., the lateral field behind the car not covered by its mirrors. Using multimodal conversation analysis to examine a collection of blind spot checks (BSCs) drawn from an extended longitudinal corpus of video recorded driving sessions, we identify how visually oriented instructions are adapted to TD's driving skills as well as to local traffic demands. The findings show that although the BSC instructions are routinely embedded in a systematic "mirror routine", numerous contingencies may force instructors to scale down the visual instructions to only include the BSC. Furthermore, it was found in line with previous studies that instructions were fewer and less detailed as the TD's driving progressed, to the point where the instructions were altogether withheld. In this mode of training, that we term "unassisted driving", instructors would reorient their focus to noticing and correcting TD's problematic driving behaviour, drawing in different ways on their joint interactional experience of previous sessions. The findings contribute to the literature on instructions in mobile settings as well as to more general discussions of learning as a members' concern in situated interaction. • Driver training includes instructions of visual routines for surveying traffic. • Instructors embed blind spot checks in a systematic mirror routine. • Instructions are often downscaled to match students' level of skill. • Instructions may be withheld in favour of monitoring and error correction. [ABSTRACT FROM AUTHOR]

This research aims to examine the implications of 5G distance education on both society and individuals, presenting new avenues for cultivating skilled professionals. The focal point of this investigation lies in delineating the potential prospects and obstacles associated with 5G distance education, a multifaceted domain encompassing mobile communication, the Internet of Things, and virtual and augmented reality. The incorporation of mobile learning as a pivotal component within personalised 5G education holds promise in enhancing access to remote learning resources, including live-streamed lectures and virtual classrooms. Furthermore, the fusion of technologies such as the Internet of Things, artificial intelligence, and augmented/virtual reality within the educational sphere is revolutionising learning methodologies, fostering the development of critical thinking and problem-solving skills. By situating the implementation of 5G distance education within the broader context of globalization, digitalization, and the Fourth Industrial Revolution, this study elucidates the requisite conditions for its successful integration. Such contextualization not only enables adaptation to contemporary challenges and opportunities but also catalyzes ongoing refinement and evolution within educational paradigms. [ABSTRACT FROM AUTHOR]

Introduction: The study explores the application of virtual reality (VR) in university education, specifically within the context of civil engineering. It aims to investigate the potential of an immersive virtual lab employing self-paced learning for teaching complex tasks. The focus is on the construction of a Mobile Flood Protection Unit (MFPU), traditionally taught through written instructions or video tutorials. Methods: An experiment was conducted involving 48 students who were divided into two groups. One group learned to build an MFPU using a VR tutorial, while the other group used a traditional instructional video. The effectiveness of these teaching tools was assessed based on factual and procedural knowledge transfer. Additionally, students' personal perceptions regarding the use of VR software were evaluated. Results: The findings indicated a positive effect on factual knowledge transfer when using VR. Moreover, students expressed favorable perceptions towards utilizing VR as a learning tool. Discussion: The study suggests that VR can enhance factual knowledge acquisition and is well-received by students in educational settings. However, it also highlights the need for further research to better understand its impact on procedural knowledge gain. Future studies could explore long-term effects and different applications within various fields of education. [ABSTRACT FROM AUTHOR]

Background: Mobile devices are now widely and extensively used by university students. With the rapid advancement in technology, mobile learning has become an important educational model, particularly for health schools’ students. This research aims to investigate the attitudes of health schools’ students in Jordan towards mobile learning, as well as their perceptions of mobile learning advantages and disadvantages compared to the traditional face-to-face learning model. Methods: A quantitative research design was employed, with data collected through a web-based cross-sectional descriptive questionnaire using Google® Forms. The questionnaire was distributed to 703 students across the five health schools at the University of Jordan, with 690 students completing it, resulting in a response rate of 98.2%. Results: Among the participants, 92.6% reported using smartphones as their primary device for mobile learning, and 98.8% relied on YouTube as their main educational website. Over two-thirds of the surveyed students expressed concerns about feeling isolated during mobile learning. A majority (64.9%) believed that there is a need for developing learning applications with offline accessibility, while 62.3% emphasized the importance of adapting exam platforms to be compatible with all mobile devices. Approximately 63% of the participants felt that mobile learning should complement face-to-face learning. Significant differences (p < 0.05) were found among the different health schools’ students regarding the purposes for which they used mobile learning, such as watching educational videos or accessing the university library website. Significant differences (p < 0.05) were also observed between groups concerning the perceived advantages of mobile learning. Conclusion: Students from the health schools at the University of Jordan confirmed that they use mobile devices, primarily smartphones, to support their learning. However, the use of these devices for educational purposes was not highly advanced, with a preference for face-to-face learning methods. The findings of this research will assist policymakers and educators in planning infrastructure and curricula for health education in Jordan, utilizing mobile learning to better meet the needs of an increasing student population. [ABSTRACT FROM AUTHOR]

This phenomenology study aimed to explore and understand the opposite poles of utilizing educational technology mobile application. Using purposive sampling, the participating 14 mathematics students utilizing educational technology mobile application. All of them participated in the in-depth interviews. Results revealed the experiences of the participants got frustrated with internet connectivity; had encountered technological malfunctions; had limited technological capacity and resources; had too much reliance and dependence with technology; found ICT integration meaningful and engaging; and aid understanding and provide convenience. In response to the challenges they have encountered, they deemed the following coping strategies essential: being open for learning; being persistent on the endeavor; engaging oneself to technology utilization; preparing sources and oneself; and getting screen time breaks, they arrived at the following insights: be independent from technology; have positive mindset; improve digital skills and awareness; no harm in asking for help; utilize technology to supplement in learning; and take responsibility of your learning. The results of this study were anticipated to be meaningful and important to the participants, teachers, students, and researchers. [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]

The user perception of mobile game is crucial for improving user experience and thus enhancing game profitability. The sparse data captured in the game can lead to sporadic performance of the model. This paper proposes a new method, the balanced graph factorization machine (BGFM), based on existing algorithms, considering the data imbalance and important high-dimensional features. The data categories are first balanced by Borderline-SMOTE oversampling, and then features are represented naturally in a graph-structured way. The highlight is that the BGFM contains interaction mechanisms for aggregating beneficial features. The results are represented as edges in the graph. Next, BGFM combines factorization machine (FM) and graph neural network strategies to concatenate any sequential feature interactions of features in the graph with an attention mechanism that assigns inter-feature weights. Experiments were conducted on the collected game perception dataset. The performance of proposed BGFM was compared with eight state-of-the-art models, significantly surpassing all of them by AUC, precision, recall, and F-measure indices. [ABSTRACT FROM AUTHOR]

Wireless Fidelity (Wi-Fi) based positioning has gained popularity for accurate indoor robot positioning in indoor navigation. In daily life, it is a low-cost solution because Wi-Fi infrastructure is already installed in many indoor areas. In addition, unlike the Global Navigation Satellite System (GNSS), Wi-Fi is more suitable for use indoors because signal blocking, attenuation, and reflection restrictions create a unique pattern in places with many Wi-Fi transmitters, and more precise positioning can be performed than GNSS. This paper proposes a machine learning-based method for Wi-Fi-enabled robot positioning in indoor environments. The contributions of this research include comprehensive 3D position estimation, utilization of existing Wi-Fi infrastructure, and a carefully collected dataset for evaluation. The results indicate that the AdaBoost algorithm attains a notable level of accuracy, utilizing the dBm signal strengths from Wi-Fi access points distributed throughout a four-floor building. The mean average error (MAE) values obtained in three axes with the Adaptive Boosting algorithm are 0.044 on the x-axis, 0.063 on the y-axis, and 0.003 m on the z-axis, respectively. In this study, the importance of various Wi-Fi access points was examined with explainable artificial intelligence methods, and the positioning performances obtained by using data from a smaller number of access points were examined. As a result, even when positioning was conducted with only seven selected Wi-Fi access points, the MAE value was found to be 0.811 for the x-axis, 0.492 for the y-axis, and 0.134 for the Z-axis, respectively. [ABSTRACT FROM AUTHOR]

In the context of globalization, proficiency in English-speaking is crucial for the academic and career development of university students. However, traditional English teaching methods often fall short in effectively enhancing students' speaking proficiency. With the advancement of information technology (IT), interactive mobile learning has gradually emerged as a vital teaching tool, offering new avenues for teaching English speaking. By leveraging the convenience and diversity of mobile devices, interactive mobile learning provides students with a flexible environment to improve their speaking proficiency. The current study predominantly focuses on the integration of technology and education, but there is limited investigation into the specific applications and effectiveness of interactive mobile learning in enhancing Englishspeaking proficiency. Furthermore, existing studies tend to provide fragmented analyses of mobile learning interaction behaviors and their constituent elements, failing to fully reveal the advantages of this approach. This study aims to construct an interactive mobile learning framework tailored to university students' English-speaking practice, analyze the interaction behaviors and elements within this framework, and explore its impact on improving students' speaking proficiency. The goal is to enrich the theoretical system of interactive mobile learning and provide practical insights for English-speaking teaching in higher education. [ABSTRACT FROM AUTHOR]

While existing literature extensively explores the application of augmented reality (AR) technology in science, technology, engineering, and mathematics (STEM) fields and higher education, research on its use in children's reading remains relatively limited. This research gap urgently needs to be addressed, particularly in understanding how AR can enhance children's reading comprehension, story retelling, and reading motivation. To address this gap, this study examined the effects of AR Chinese picture storybooks on second-grade students' reading comprehension, story retelling, and reading motivation. A quasi-experimental design was employed with 60 second-grade students from a primary school in central China, where 30 students used AR storybooks and 30 used traditional paper storybooks. The results indicated that students who used AR storybooks demonstrated better reading comprehension, particularly implicit comprehension, than those who used paper storybooks. However, there was no significant difference between the two groups in explicit comprehension. Additionally, the AR storybook group outperformed the paper storybook group in both story retelling and reading motivation. These findings suggest that AR technology can create more interactive and immersive reading experiences, positioning AR as a promising tool for enhancing literacy development in young learners. [ABSTRACT FROM AUTHOR]

Education is increasingly influenced by digitalization and intergenerational differences. With the coming of the Alpha generation and its future entry into secondary education, there is a need to continuously improve and adapt educational strategies, teaching methods, and pedagogical and digital competences of teachers to these changes. The aim of the study is to find out which digital and mobile tools are used in teaching by Czech teachers in secondary vocational education and which factors influence teachers' attitude towards the reasons for not including these tools in teaching. Data were collected using a questionnaire survey method. The data were analyzed at 95% confidence level using Chi-square test in SPSS software. Phicoefficient, Odds ratio, and Cramer's V method were used to find out the degree of relation between the variables. The research showed a significant effect of gender, age, and subject area taught on teachers' use of digital tools. The use of mobile tools in teaching decreases as teachers, age. Women are more likely to not use LMS Moodle compared to men. Women perceive teachers' digital competences as more deficient and believe that they may be the reason for not using digital tools in teaching. The study extends theoretical knowledge and provides recommendations on how to prepare secondary education actors in the context of digital pedagogy for the arrival of the Alpha generation. [ABSTRACT FROM AUTHOR]

Digital intelligence quotient (DQ) is an essential skill for becoming a digital citizen. In Thailand, the development of DQ is a key policy initiative for youth development. Using mobile applications in a flipped classroom (FC) setting enhances learning outcomes and fosters the development of critical skills. This paper proposes a mobile application integrated with a FC model to improve secondary education students' DQ. The study utilized an experimental research design with a one-group pretest-posttest approach to compare students' DQ, analyzed using a paired sample t-test, and assessed student satisfaction. The sample consisted of 60 lower secondary school students under Thailand's Nakhon Pathom Secondary Education Service Area Office. The research findings are as follows: 1) The developed learning model was rated as highly appropriate; 2) The content and technical quality of the FC mobile application was rated very good; 3) Students' DQ significantly improved after using the application, with a statistical significance level of 0.05. Among the eight sub-skills, screen time management showed the highest improvement; and 4) Student satisfaction with the learning model was at the highest level. Based on these findings, the developed model can enhance students' DQ and is adaptable for other audiences requiring digital navigation skills, making the results relevant to broader educational objectives beyond traditional coursework. [ABSTRACT FROM AUTHOR]

With the rapid development of information technology (IT), the application of mobile devices and virtual reality (VR) in education has become increasingly widespread, giving rise to a blended learning model that integrates these two technologies. This model, through the immersive experience provided by virtual environments and the convenience of mobile devices, effectively expands the temporal and spatial dimensions of traditional learning, offering new potential for enhancing students' learning motivation. However, existing research has predominantly focused on either mobile learning or VR in isolation, with relatively limited exploration of how the combination of these technologies within a blended learning model impacts learning motivation. Moreover, most of the current methods are constrained to simple questionnaire surveys, lacking in-depth analysis of students' interactive behaviours and the underlying mechanisms that contribute to motivation formation. In this study, a comprehensive evaluation model was constructed based on an examination of students' interactions in the blended learning model and its effects on learning motivation. An empirical study was then conducted to provide innovative theoretical and methodological support for educational practice. [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 introduction of modern vocal teaching techniques will promote the change in the music curricula in East Asia. The study explores the impact of the Vocal Image mobile application on musical self-esteem in East Asian youth. Encompassing 228 adolescents and young adults, it assesses the effectiveness of group activities within an interactive educational environment. Key findings reveal that collaborative learning showed higher outcomes in musical self-esteem, though without statistical significance compared to individual sessions. The research highlights lower musical self-esteem in teenagers versus adult voluntary learners. These insights are crucial for enhancing aesthetic education quality and implementing student-centred approaches in music education, potentially influencing music programs in East Asia. This study underscores the importance of contemporary vocal training methods and their role in developing musical self-esteem within an interactive educational context. [ABSTRACT FROM AUTHOR]

History teaching and learning can be improved through pedagogically innovative practices. In the face of technological advancement, this study examined the effectiveness of mobile blended learning on the academic performance of senior high school history students. The study adopted a quasi-experimental research approach using a pretest-posttest nonequivalent groups design. The study employed a teacher-made test to gather data from two intact senior high school final-year history classes in Central Region, Ghana. The two classes were grouped into control and experimental groups. The control group participants were taught using conventional instruction, while the experimental group participants were taught using mobile blended learning through WhatsApp Messenger and adapted YouTube videos. The study revealed that mobile blended learning had a significant effect on the academic performance of history students. The findings also demonstrated a gender gap in the academic performance of history students when taught through mobile blended learning, with female students outperforming their male counterparts. The study contributes new insights for pedagogical innovation in history teaching and learning in the under-researched context of Ghana. It further makes links between mobile blended learning and historical knowledge in Ghanaian schools and offers views on equitable access to and use of technologies in schools. The study implies that there should be a comprehensive and thoughtful approach to history teaching and learning, incorporating mobile blended learning, addressing gender disparities regarding mobile blended learning use, and ensuring equitable access and learning outcomes. [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]

Collaborative mathematical argumentation plays an important role in mathematics education. However, students often focus on the efficiency of solving problems and neglect the importance of expressing statements and reasoning in the collaborative argumentation process. Due to the weak knowledge changes in group argumentation, students' learning motivation, tendency to collaborate, and learning achievement hardly improve during this process. To this end, we developed a gamified collaborative argumentation approach (GCA) that incorporates multiple gamification mechanisms to encourage students to participate in group arguments and express their arguments. Through technology-assisted gamification interventions, the teacher rewarded the students' collaborative argumentation performance during the activity; meanwhile, the students tracked their individual and group learning performance and improved the quality of their group arguments, which motivated them to contribute to the team. A 4-week empirical study was conducted to examine the impact of this learning model on fifth-grade students' mathematics learning. The students in the experimental group (N = 26) learned with the conventional collaborative argumentation approach (CCA) in the first 2 weeks (560 min), and learned with the GCA approach in the last 2 weeks (560 min), while the control group (N = 26) was taught using the conventional collaborative argumentation approach (CCA). The results indicated that students' learning achievement, mathematical learning motivation, and tendency to collaborate in mathematics significantly improved with the aid of GCA. The lag sequential pattern analysis showed that the gamification mechanism encouraged students to analyze the solutions again and reconfirm the definition of the mathematical problems. Accordingly, it was found that the gamified approach stimulated students to be more careful in considering the best solution and actively participate in the argumentation, which fulfills the goal of collaborative mathematical argumentation. [ABSTRACT FROM AUTHOR]

This research seeks to develop the UI/UX of the Mobile Learning Management System (LMS) application by utilizing the Design Thinking methodology to improve the effectiveness of student learning in higher education. Design Thinking is used because of its user-centric methodology, guaranteeing that LMS apps align with the preferences and behaviors of students who are increasingly relying on mobile devices in their daily routines. Application development goes through the stages of Empathize, Define, Ideate, Prototype, and Test, with validation carried out using the System Usability Scale (SUS) approach. The assessment involved five students from various academic fields who are proficient in desktop-based Learning Management Systems (LMS). The test results showed a SUS score of 78, categorized as "Good" and close to "Very Good". This score signifies the program's excellent usability, easy navigation, and functions that encourage learning flexibility, including content access, assignment submission, and discussion forums. This study shows that the mobile Learning Management System created using the Design Thinking methodology significantly increases student access to lecture materials and encourages the efficacy of learning in higher education. Suggestions for improvements include conducting assessments with a wider group of participants and implementing design iterations to refine features based on user feedback. [ABSTRACT FROM AUTHOR]

The text discusses the impact of artificial intelligence and emerging technologies on education and media, highlighting the transformative potential of these innovations. The ICEM 2024 Conference brought together experts to explore how technologies like AI, gamification, and digital citizenship can enhance learning experiences and media literacy. The text emphasizes the importance of integrating these technologies into education to create inclusive, adaptive, and impactful learning environments for learners of all ages. Recommendations for integrating AI in education include developing frameworks, fostering AI literacy, and providing professional development support to prepare educators and students for the future. [Extracted from the article]

In recent years, with the improvement of information and communication technologies and the step towards 5G technology in the Internet infrastructure, the use of technologies in education is increasing day by day. Metaverse is one of the important technologies that contribute to digital education processes. While various studies search the literature to synthesize Metaverse-related findings in education, there are few studies that describe the main features of the Metaverse-based education concept, systematically summarize the findings related to this concept. To fill this gap, this study aims to conduct a systematic literature review on the Metaverse-based education concept and propose a framework for this concept. The search was made in different databases, and both quantitative analysis and qualitative discussion were used to analyze the state of the art. This study contributes a structured overview of Metaverse-based education-related publications and reports on the existing state of literature, categorizes publications, analyzes and links trends, highlights gaps, and accordingly proposes a framework (i.e. characteristics, critical success and risk factors, technologies, and components). This study not only adds to the current Metaverse-based education knowledge body but also offers policymakers and practitioners with references for developing policies and good practices to support Metaverse-based education. [ABSTRACT FROM AUTHOR]

While several studies have investigated the effects of educational games in education, less attention has been paid specifically to the effects of educational mobile games in education. To address this gap, this study conducted a meta-analysis and research synthesis of 38 studies (N = 3302 participants) to investigate the effects of educational mobile games on students' learning performance. The analysis included field of education, level of education, learning setting, intervention duration, and mobile device type as moderating variables of the obtained effects. The findings revealed that educational mobile games have a large effect (g = 0.97) on students' learning performance, with puzzle games having the largest effect (g = 1.32) on students' learning performance. Additionally, the analysis found that the obtained effect can be moderated by several variables, including field and level of education, learning setting, intervention duration, and mobile device type. The study findings can help various stakeholders (e.g. educators and game designers or developers) in choosing the appropriate educational mobile games by taking into consideration several related confounding factors. [ABSTRACT FROM AUTHOR]

The benefits of mobile learning for science education have been widely described; however, there is scarce evidence of its effect on student learning. This article presents a meta-analysis of 44 empirical studies to assess the effect of mobile learning on students' learning at K-12 levels. Moreover, the study considered the moderating effect of science field, education level, pedagogical approach, learning environment, and control treatment. The results indicate that mobile learning has a large effect $\lpar {g = 0.75} \rpar$ (g = 0.75) on students' learning. This effect is influenced by the science field, the pedagogical approach, the learning environment, and the control treatment, and not by the education level. The findings suggest that mobile learning produces the best results when the situated learning approach supports the educational intervention. Furthermore, semi-formal settings, such as museums and outdoor activities, performed better than formal settings inside classrooms or laboratories. The best results were obtained when comparing mobile learning with traditional lectures. Similarly, mobile learning showed the best results in environmental education and when implemented in primary education. Finally, mobile learning yields better results than traditional lectures, traditional pedagogical tools, and other multimedia resources. Therefore, it can be promoted as a pedagogical approach to foster quality education for all. [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]

Using and applying educational technology, the modern teaching and learning system has revolutionarily changed? It makes the learning process easier. Teachers may apply techniques, approaches and methods from a pedagogical point of view using mobile technology. Nowadays there are new forms of education: besides formal education, classical methods, and techniques of the teaching-learning process; there is innovation and improvement in this field. Mobile learning, or "M-Learning", is one of the modern ways to support the learning process through mobile devices, such as handheld and tablet computers, MP3 players, smartphones and mobile phones. In this paper, we have tried to introduce the subject of mobile learning for educational purposes. It talks about mobile phones in teaching and learning practices and goes on to look at the opportunities presented by the use of digital media on mobile devices. The main purpose of this paper is to describe the current state of mobile learning, its advantages, and limitations, in supporting teaching and learning. Five key areas will be addressed in this paper which is mostly focused as the mobile learning dimension. 1. Different dimensions of m-learning 2. Objectives of m-learning 3. Differentiating E-Learning from Mobile Learning 4. Advantages of Mobile Learning 5. Limitations of Mobile Learning. [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 study is to evaluate the usability of mobile applications for learning foreign languages. The study examined the effectiveness, efficiency and user satisfaction of the selected applications. The research was conducted using a user-based approach and observed the behavior of real users while using the applications and collected their opinions. The study participants consisted of 10 university students. The participants were selected using the convenience sampling method. This method allowed researchers to quickly reach existing participants. Participants performed five different tasks using applications they had never used before. Applications included Duolingo, Cake and Memrise. In the efficiency dimension, Cake had the highest success rate (54%), while Duolingo had the lowest success rate (34%). In the efficiency dimension, Duolingo had the fastest task completion time, while Cake took the longest. In terms of user satisfaction, Cake received the highest satisfaction rating. Participants reported that Cake was easier to use due to its simple tasks and user-friendly interface. On the other hand, Duolingo's complex interface and repetitive structure made it difficult for users to use the application long-term. Overall, all applications were rated as moderately user-friendly. The study highlights the importance of user-centered design to increase the effectiveness of mobile language learning applications and provides insights into future research. [ABSTRACT FROM AUTHOR]

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Monitoring the process of musculoskeletal rehabilitation is of great importance for ensuring a person's health after suffering from illnesses, especially during the outpatient period when medical supervision is absent. The aim of this study is to create an accessible tool (a mobile application) that allows for the monitoring of the execution of musculoskeletal rehabilitation exercises. To achieve this goal, the architecture of a mobile application has been developed, along with its functioning algorithm, and the methods for processing information from two tracking systems (inertial navigation and computer vision) have been examined to assess the quality of performed exercises. During the experimental research, procedures for processing data from mobile inertial navigation sensors were refined, a solution to the classification task of musculoskeletal rehabilitation exercises was explored (with an accuracy of 93–100%), and prototyping of the mobile application was carried out. The results obtained can be used for evaluating outpatient rehabilitation and as a basis for more complex and functional mobile systems for musculoskeletal rehabilitation. [ABSTRACT FROM AUTHOR]

This study aims to test the effectiveness of the Job-Related English Learning Material (JRELM) for Mobile Learning Implementation for teaching English at Bali State Polytechnic, Indonesia. Regarding English language aspects and skills, JRELM includes grammar, vocabulary, reading, speaking, listening, and writing materials. This study was conducted by following the pre-test and post-test control group design. This study involved 48 students; 24 were in the experimental group, and the other 24 were in the control group. They were the 2nd-semester students of the electrical engineering study program at the Bali State Polytechnic. To collect the study data, the researchers used pre-test and post-tests to measure the students' English mastery. Validity and reliability tests were conducted to ensure the pre-test and post-test were valid and reliable before being used to collect the study data. The researchers used the results of the pre-test and post-test of the experimental group and control group to get the N-gain scores. Then, the N-gained scores were further analyzed quantitatively using descriptive statistics and an independent sample t-test to identify the effectiveness of JRELM on students' English mastery. The data results show that the JRELM for mobile learning significantly affects students' English mastery. It is because the JRELM can be accessed at any time, it is provided with exciting learning materials, and it helps students focus on learning with relevant material according to the professional field. Thus, this study concluded that JRELM effectively improves students' mastery of English. [ABSTRACT FROM AUTHOR]