Advances in Mobile Learning Educational Research <p><a title="Registered Journal" href="" target="_blank" rel="noopener"><img class="journalreviewercredits" src="/journal/public/site/images/jasongong/Logo_ReviewerCredits-journal.jpg" alt="ReviewerCredits" align="right"></a><strong>Advances in Mobile Learning Educational Research (AMLER) (ISSN: 2737-5676)</strong>&nbsp;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.<br> We also welcome:<br> (1) systematic review papers and meta-analyses that include straightforward research questions, a framework of analysis, and conclusions that reflect the paper's aims;<br> (2) studies that focus on teaching and learning in science, technology, engineering, and mathematics (STEM) and educational robotics;<br> (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.</p> <p>Topics of interest include, but are not limited to the following:&nbsp;<br>• M-learning Educational Technology<br>• M-learning Educational Philosophy and Theory <br>• M-learning Education Innovation Management <br>• M-learning Educational Psychology<br>• M-learning Educational Policy<br>• M-learning Educational Evaluation and Policy Analysis<br>• M-learning Educational Economics</p> SyncSci Publishing Pte Ltd, Singapore en-US Advances in Mobile Learning Educational Research 2737-5676 <p>Authors contributing to&nbsp;<em> Advances in Mobile Learning Educational Research</em>&nbsp;agree to publish their articles under the&nbsp;<a href="">Creative Commons Attribution-Noncommercial 4.0 International License</a>, allowing third parties to share their work (copy, distribute, transmit) and to adapt it, under the condition that the authors are given credit, that the work is not used for commercial purposes, and that in the event of reuse or distribution, the terms of this license are made clear.</p> Creating a watermill through STEAM activities for preschool children in the schoolyard <p>STEAM (Science, Technology, Engineering, Arts and Mathematics) initiatives engage in classroom and schoolyard activities in early childhood education. In early childhood, learning through play provides children with the resources they need for an enjoyable learning environment, especially when the activities take place in the schoolyard, as this is where children can better concentrate and, at the same time, increase their creativity. This work investigates whether preschool children can create watermills through STEAM activities in the schoolyard. Thirty-four children aged 4-6 years participated in the research, and the results were encouraging as the children liked that the activities were outside. At the same time, the teachers were worried if they would be able to support such activities. Preschoolers have a spontaneous disposition toward science with a sense of curiosity and creativity. More research needs to be done on out-of-class activities with the STEAM app, and this training should be incorporated in all kindergartens.</p> Evaggelia Skaraki ##submission.copyrightStatement## 2023-05-22 2023-05-22 3 2 748 753 10.25082/AMLER.2023.02.001 Procedures for online peer assessment: Assessing algorithm problems in school mathematics for future teachers <p>This action research study explored how peer assessment can help students and teachers evaluate algorithm problem-solving skills in mathematics. The study used a self- and peer-assessment activity in Moodle to assess 18 out of 40 Grade X students (10 boys and eight girls) from a school at Kathmandu Valley, Nepal. The students solved algorithm problems in arithmetic, algebra, statistics, and geometry. The study followed the action research methodology of planning, implementing, assessing, and discussing the interventions and outcomes. The results show that workshop activity can engage students in solving algorithm problems in mathematics. The study also discusses how cognitive and constructivist theories can explain some of this activity's unique aspects and potential uses. Moreover, the study highlights the benefits and challenges of self- and peer-assessment in mathematics for enhancing students' interest and abilities in the classroom. The study suggests students can develop analytical and evaluative skills using evaluation criteria to assess their peers' work. The study also implies that students are proactive, critical, and collaborative learners who can use self-and peer assessment to improve their mathematical abilities to solve algorithm problems in the classroom.</p> Niroj Dahal Bal Chandra Luitel Binod Prasad Pant Indra Mani Shrestha Netra Kumar Manandhar Laxman Luitel ##submission.copyrightStatement## 2023-05-15 2023-05-15 3 2 739 747 10.25082/AMLER.2023.01.022 Design of a mobile app for the learning of algorithms for university students <p>This research work is based on the realization of a prototype of a mobile app for the learning of algorithms for university students applying the methodology of design thinking because nowadays, this methodology is becoming more popular and used by many companies for its iterative processes in which we seek to understand the user and redefine problems in an attempt to identify strategies and solutions alternatives that might not be instantly apparent with an initial level of understanding. Using this methodology, we identified and designed what users needed, focusing on UI and UX with the info we recollected from the many interviews and forms we made. The results of this research were the complete prototype for the subsequent development of the mobile app on future projects and much feedback that we will consider from the final users to improve the app. Thanks to this app, many students can practice and learn about different algorithms and expand their minds to generate solutions to one problem.</p> Gino Vásquez Navarro Ashley Córdova Dávila Miguel Ángel Cano Lengua Laberiano Andrade Arenas ##submission.copyrightStatement## 2023-05-01 2023-05-01 3 2 727 738 10.25082/AMLER.2023.01.021 The emerging of digital revolution: A literature review study of mobile and android based e-pocket book in physics learning <p>The elaboration of the education sector as one of the main pillars for the progress of the nation's next generation and the digitalization of technology need to adjust to the times so as not to be left behind both in the field of education technology and the learner curriculum compared to developed countries. However, using the digital pocketbook in Physics learning boosts academic motivation, literacy ability, and student learning achievements. This study summarizes several literature reviews on the advantages, practical implementation, limitations, and opportunities of using the digital pocketbook in Physics learning. This research uses literature study methods with qualitative descriptive analysis. According to the literature study results, we developed and implemented an e-pocket book in Physics learning, proven to improve student learning outcomes. These e-pocket books can be one of the alternative learning media that attract the interest and attention of the students. Therefore, teachers could develop or implement the e-pocket book in Physics learning with further learning models to support the digital revolution.</p> Hanandita Veda Saphira Binar Kurnia Prahani Budi Jatmiko Tan Amelia ##submission.copyrightStatement## 2023-04-24 2023-04-24 3 2 718 726 10.25082/AMLER.2023.01.020 Use of an e-toolkit in the development of digital competencies in Weeks of International Teaching <p>Numerous scholars have emphasized the advantages of travelling abroad to enhance one's skills. Nevertheless, the pandemic has revealed the immense importance of digital skills in every aspect of our current information-based society. There is an increased demand for both physical and digital workplaces. As a result, universities must modify their educational programs to meet the requirements of employers and equip their students with the abilities and proficiencies essential to navigate this new era of the hybrid work environment. In this study, we focused on developing digital competence levels of international students and teachers during an International Week event using an e-toolkit and their acceptance of that digital tool following a mixed-method approach. Our results showed significant improvement in some dimensions of their digital competencies associated with digital content creation and problem-solving. Additionally, valuable results were shown regarding participants' perceptions of the e-toolkit's usefulness and ease of use. This study facilitates the potential international experiences can have on the digital competencies of both students and teachers with the use of innovative technological tools and the need for generalization on a larger scale and implementation of a more in-depth assessment.</p> Michail Kalogiannakis Alkinoos Ioannis Zourmpakis Michaela Menšíková Francois Lategan Athina Patelarou Evridiki Patelarou Nada Bruer Ljubišić Maria Ampartzaki Eirini Sifaki Giorgos Papadourakis Emmanouil Gonianakis ##submission.copyrightStatement## 2023-03-27 2023-03-27 3 2 702 717 10.25082/AMLER.2023.01.019 Organizational evaluation and human resources behavior <p>Internal evaluation is inextricably linked to increasing the efficiency of a school unit. The collection and evaluation of data on the performance of the school unit, the school class, and student potential is critical to increasing the effectiveness of a school structure. The purpose of this study is to determine how significantly a school's efficiency increases at all levels of its organizational structure when self-evaluation is used. According to the study's findings, the implementation of assessment within the context of the school classroom, lesson preparation, proper utilization of teaching time, and the use of alternative and innovative methods appear to have a direct impact on learning outcomes. Furthermore, feedback obtained through assessment aids in the improvement of learning performance and the design of lessons aimed at developing students' critical thinking, digital and soft skills.</p> Eleni Vlachoudi Georgios Tsekouropoulos Eleni Tegkelidou Ioanna Simeli Nikolaos Katsonis ##submission.copyrightStatement## 2023-03-23 2023-03-23 3 2 694 701 10.25082/AMLER.2023.01.018 MOOCs 2012-2022: An overview <p>Online learning has proven its effectiveness recently, especially during the coronavirus outbreak [COVID-19] that forced the closure of educational institutions in most countries. Many see MOOCs as an alternative to the traditional education system due to the flexibility of learning time and the absence of economic and geographical constraints. People can access educational content for free through platforms that deliver online learning content. However, MOOCs have long-standing challenges that need to be addressed. These include high dropout rates and reduced user participation in learning activities such as forums and comments. Furthermore, international research has identified a need for more relevant knowledge, despite the importance experts ascribe to MOOCs for delivering educational content. To this end, this chapter examines the establishment of MOOCs in terms of their pedagogical and technological dimensions, starting with a definition and a brief history of MOOCs. To this end, the characteristics of MOOCs will be reviewed. The practical issues that have emerged from more than ten years of experience in implementing MOOCs at the international level will also be considered.</p> Stamatios Papadakis ##submission.copyrightStatement## 2023-03-13 2023-03-13 3 2 682 693 10.25082/AMLER.2023.01.017 Digital disruption in early childhood education from teachers' point of view: A qualitative research <p>In the digital age, teachers must have a more favourable attitude toward information and communication technology (ICT). In the current study, the researcher used a qualitative interview to learn more about early childhood teachers (ECTs) perspectives on the use of ICT in online learning during the Covid-19 pandemic. The researcher in Palestine interviewed 63 female early childhood educators to collect data. "Thematic coding techniques" were used to analyze the interview data. Within five main themes, "ICT advantages" (8 sub-subjects), "the significance of ICT competencies" (2 sub-subjects), "promotion of the ICT training" (5 sub-themes), "the uses of ICT" (6 sub-subjects), and "challenges to using ICT", the research gathered specific information on how teachers perceived digital disruption during the Covid-19 pandemic (5 sub-subjects). The findings showed that increased promotion of ICT training that encourages ICT use among ECTs is necessary. This study adds to the body of knowledge regarding the application of ICT in the early childhood teaching process. Additionally, this study expands on empirical research findings that help report on the use of online learning in Early Childhood Education (ECE), particularly in times of crisis.</p> Nafiz A. Ali Ahmad ##submission.copyrightStatement## 2023-02-28 2023-02-28 3 2 671 681 10.25082/AMLER.2023.01.016 Greek secondary school teachers' degree of readiness in adopting mobile learning in the educational process <p>Much has been written and researched about mobile learning. The positive impact it has on education has been highlighted in these studies. However, the role of the teacher is also of fundamental importance. Teachers are not sidelined. On the contrary, they take on a different role: reinforcer and guide. Therefore, it is necessary to consider teachers' opinions on mobile learning. It was considered necessary to investigate the degree of readiness of secondary school teachers to adopt Mobile Learning, focusing on the Greek region. Specifically, the study examines how teachers' readiness is affected by their gender, years of teaching experience, whether or not they have attended relevant training, and the type of school they work in. A total of 175 teachers from schools in Heraklion, Rethymno and Rhodes were surveyed, focusing on secondary education. According to the survey, teachers recognize the potential benefits of using mobile devices in education.</p> Evangelia Troulinaki ##submission.copyrightStatement## 2023-02-22 2023-02-22 3 2 658 670 10.25082/AMLER.2023.01.015 The use of Kahoot in preschool mathematics education <p>During the preschool period children acquire basic mathematics skills during preschool, the foundation for their later formal mathematics education. One tool that could enhance students' mathematical skills at this age and which utilizes the elements of games in non-game settings. This study aimed to implement an intervention program to examine whether gamification affects the mathematical competencies of preschool-aged students. Thirty-one students aged 4 to 6 participated, of which 15 shaped the experimental group and 16 shaped the control group. During the intervention program, students in the experimental group were tutored through tablets and games designed in Kahoot! application and involved basic math exercises such as addition and subtraction, while the control group did the same exercises without tablets. The results of the student's performance in the experimental group showed that their performance in mathematics before and after the intervention differed significantly. Therefore, students' mathematical skills were improved through Kahoot-based learning games. It can be concluded that the application of Kahoot! Learning games can improve the mathematical learning outcomes of preschool students. Pedagogical and psychological research should be used more to improve the mathematical skills of preschoolers.</p> Aikaterini Xezonaki ##submission.copyrightStatement## 2023-02-20 2023-02-20 3 2 648 657 10.25082/AMLER.2023.01.014