ReviewerCreditsAdvances in Mobile Learning Educational Research (AMLER) (ISSN: 2737-5676) is an open access, continuously published, 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 2 No 2 (2022)

-- In Progress --

Published: 2022-12-30

Abstract views: 107   PDF downloads: 14  
2022-05-17

Page 321-332

Parents’ and children's paradoxical perceptions of online learning during the Covid-19 pandemic

blankpage Ali Maksum, Esa Nur Wahyuni, Rahmat Aziz, M. Samsul Hady, Djoko Susanto

The current study investigates the reason for parents and children's paradoxical perceptions of online learning, determining factors, and the impact of these differences on their relationships. This research employs qualitative data collection and analysis approaches. Twenty-five parents and their children studying at an elementary school and participating in mentoring activities in Malang, Indonesia, were recruited based on the school principal's recommendation. The data were collected using in-depth interview techniques with parents and their children and observations during the counselling sessions and continuous mentoring sessions. The results show that parents and children perceived online learning paradoxically in three aspects: time, implementation process, and online learning media. Parents tend to perceive online learning negatively, while children perceive it positively. The difference in perception is caused by different expectations and attitudes towards online learning and the family's socioeconomic conditions during the Covid-19 pandemic. The differences in perceptions trigger parent-child conflicts indicated by poor communication, negative labelling, and physical violence. Three policy recommendations are proposed to address the issue during times of crisis, including the Covid-19 pandemic.

Abstract views: 77   PDF downloads: 32  
2022-05-12

Page 308-320

Gamification in preschool science education

blankpage Aikaterini Xezonaki

Over the last few years, rapid technological progress has developed our lives in all areas. The adoption of technology in the everyday lives of both adults and children through smart mobile devices has led to the foreseeable integration of digital tools in the educational process. Smart mobile devices and the applications that accompany them have been proven effective in the educational field since they allow students to acquire knowledge through activities with an interactive and playful character. A technique that has gained popularity among technology users in the last decades is gamification. Gamification combines mechanisms and elements of games, enhancing students' learning, motivation, and interest in various educational fields, such as mathematics and science. The usage of game elements in education is not encountered for the first time due to the spread of gamification in technology, but it has been mentioned since the early ancient Greek years. However, technology has reinforced gamification through components and techniques that provide students with all the necessary supplies leading to positive learning outcomes. This bibliographic review presents the literature findings on gamification through smart mobile devices in science teaching in preschool education.

View All Issues
Stamatis Ioannis Papadakis-photo  ISSN: 2737-5676
 Abbreviation: Adv Mobile Learn Educ Res
 Editor-in-Chief: Prof. Stamatis Ioannis Papadakis (Greece)
 Publishing Frequency: Continuous publication
 Article Processing Charges (APC): 0

 Publishing Model:
Open Access