Aims and Scope

ReviewerCreditsAdvances in Mobile Learning Educational Research (AMLER) (eISSN: 2737-5676) is an open access, international, refereed journal that aims to increase knowledge and understanding of how mobile technology can enhance education by the publication of high-quality research, which extends theory and practice. We welcome research papers on mobile technology's pedagogical uses, where the focus is broad enough to be of interest to a broader education community.
We also welcome:
(1) systematic review papers and meta-analyses that include straightforward research questions, a framework of analysis, and conclusions that reflect the paper's aims;
(2) studies that focus on teaching and learning in science, technology, engineering, and mathematics (STEM) and educational robotics;
(3) studies that address specific challenges in improving students’ achievement, approaches used to motivate and engage students, and lessons learned from changes in curriculum and instruction based on educational technology in general.

Topics of interest include, but are not limited to the following: 
• M-learning Educational Technology
• M-learning Educational Philosophy and Theory
• M-learning Education Innovation Management
• M-learning Educational Psychology
• M-learning Educational Policy
• M-learning Educational Evaluation and Policy Analysis
• M-learning Educational Economics

Vol 5 No 2 (2025)

Published: 2025-12-26

Abstract views: 580   PDF downloads: 60  
2025-06-23

Page 1449-1462

Mobile-Supported Blended Learning for Fractions: Enhancing Conceptual and Procedural Knowledge in Primary School Students

blankpage Maria Arvanitaki, Nicholas Zaranis, Michalis Linardakis, Michail Kalogiannakis

This study explores the impact of a blended learning approach on fifth-grade students’ conceptual and procedural knowledge of fractions. A quasi-experimental design was implemented with 130 fifth grade students from public primary schools in socio-economically homogeneous areas of Heraklion, Crete (control group: n = 64; experimental group: n = 66). The intervention combined mobile-accessible H5P interactive tasks designed on e-Me learning platform, featuring dynamic environments in Geogebra, with hands-on activities using manipulatives and student-constructed models. Emphasis was placed on collaborative learning and verbal articulation of reasoning. Wilcoxon signed-rank tests revealed significant within-group improvements in both groups. However, the experimental group showed greater gains. Mann–Whitney U tests confirmed that improvements in conceptual and procedural knowledge were significantly higher in the experimental group (p = 0.003 and p = 0.008, respectively), with moderate effect sizes. These findings suggest that the blended learning approach substantially supports fraction learning by bridging conceptual and procedural aspects of knowledge. The use of browser-based, open-source software proved effective in creating personalised, engaging learning experiences. This study contributes to the growing discussion on technology-enhanced fraction learning by presenting a flexible, learner-centered approach that empowers teachers to design contextually responsive fraction learning experiences.

Abstract views: 171   PDF downloads: 49  
2025-06-18

Page 1437-1448

Mobile Learning Media and Physics Education: Exploring Student Preferences, Competence, and Motivation in the Digital Era

blankpage Muhammad Aizri Fadillah, Atifah Hirahmah, Nisa Cantika Fitri

In this digital era, mobile technology has transformed the education system and made mobile learning media increasingly important, especially in physics education as a complex discipline. Mobile-based learning media, such as physics simulation applications accessed via mobile phones, interactive learning videos via tablets, and mobile learning platforms, have been shown to help students understand abstract and complex physics concepts. However, there is still a gap in the literature regarding how students' preferences for mobile-based learning media affect their physics learning competence and motivation in the context of physics education. This study aims to investigate the relationship between students' preferences for mobile-based learning media, physics competence, and learning motivation in physics learning. This study used a quantitative design with a survey method to collect data from 54 high school students in West Sumatra Province regarding their preferences for various types of mobile-based learning media in physics learning. Data were analyzed using multiple regression to determine the relationship between the variables studied. The results showed that students' preferences for mobile-based learning media had a significant positive impact on physics learning competence and motivation. The findings of the study also showed that students' preferences for PhET simulations accessible via smartphones, mobile-based educational social media applications, and physics learning videos had a significant influence on various aspects of students' physics competence and learning motivation. However, the impact varies depending on the type of learning media preferred and the pattern of students' mobile device usage in physics learning. This study provides valuable insights for physics education practitioners to improve students' learning experiences by considering students' preferences for mobile-based learning media. The implications of this study suggest that understanding and accommodating students' preferences for mobile-based learning media can significantly improve physics competence and learning motivation, thereby improving students' overall learning outcomes.

Abstract views: 201   PDF downloads: 71  
2025-06-06

Page 1425-1436

Enhancing Maritime Cadets’ Learning Outcomes through Mobile-Supported E-Mapping in Basic Mathematics: A Classroom Action Research Study

blankpage Ningrum Astriawati, Waris Wibowo, Yudhi Setiyantara

This study aimed to improve cadets’ learning activity and outcomes in basic mathematical concepts within the Applied Mathematics course through the implementation of the Electronic Mind Mapping (E-Mapping) method. The research was conducted in the Ship Machinery Study Program and involved 26 cadets who had previously taken the course. A classroom action research approach was employed, consisting of three cycles. Each cycle included a pre-test to assess initial abilities, delivery of instructional material, and task implementation using the E-Mapping method. A post-test was then conducted to evaluate cadets’ understanding and learning outcomes. In this study, E-Mapping was facilitated through mobile devices—primarily smartphones—using the SimpleMind and Canva applications. These tools enabled cadets to create, edit, and visualize mind maps in a flexible and interactive manner. The mobile-supported nature of these platforms allowed cadets to access their mind maps anytime and anywhere, enhancing the flexibility, accessibility, and autonomy of their learning. This approach empowered cadets to engage with mathematical concepts beyond the constraints of classroom time, thereby deepening their understanding. The findings revealed that the use of E-Mapping significantly enhanced cadet learning outcomes, as evidenced by increased levels of learning activity and higher average post-test scores. Positive learning activity improved progressively across the cycles: 30.77% in Cycle I, 66.66% in Cycle II, and 82.05% in Cycle III. Similarly, the average post-test score increased from 64.35 in Cycle I to 73.46 in Cycle II, and 82.12 in Cycle III. The study concluded that the E-Mapping method significantly improved both cadet learning activity and outcomes in the Applied Mathematics course. This improvement indicated that E-Mapping made a meaningful contribution to strengthening cadets’ understanding of fundamental mathematical concepts—such as algebra, trigonometry, and number theory—which are essential for applying mathematics in the field of ship machinery engineering. By enabling the visualization of interconnections among concepts, E-Mapping helped cadets systematically organize and integrate knowledge, thereby facilitating the comprehension of abstract and complex material.

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  eISSN: 2737-5676
  Abbreviation: Adv Mobile Learn Educ Res
  Editor-in-Chief: Prof. Nikolaos Zaranis (Greece)
  Publishing Frequency: Half-Yearly
  Article Processing Charges (APC): 0
  Publishing Model: Open Access