Advances in Mobile Learning Educational Research https://www.syncsci.com/journal/AMLER <p><a title="Registered Journal" href="https://www.reviewercredits.com/user/amler" 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) (eISSN: 2737-5676)</strong>&nbsp;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.<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="http://creativecommons.org/licenses/by-nc/4.0">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> The effectiveness of artificial intelligence (AI) on daily educational activities of undergraduates in a modern and diversified university environment https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.004 <p>This study assessed the effectiveness of AI and AI-related technologies in the daily educational activities of undergraduate students in a modern and diversified university environment. The participants were 13 undergraduate Indonesian students participating in a mobility program for two weeks in Malaysia. A survey questionnaire designed with the help of the existing literature and ChatGPT, which includes ten (10) structured items and seven (7) open-ended questions, was used to collect the data. The relevant SPSS tests were used to analyze the data. Based on the results, of all 13 participants, 12 (92.3%) of them already experienced AI in their daily educational activities, and there were strong positive correlations between the attitudes toward AI and AI experiences, and attitudes toward AI and the effects of AI on education attributes, with correlation scores of .663 and .833 respectively. Based on the participant's answers to the qualitative questions, most of them believed that AI and AI technologies, such as ChatGPT, are helpful in daily educational activities and help them gain information regardless of time and space limitations and do their university-related assignments quickly. Based on the results, AI and AI-related technologies could transform different aspects of modern education.</p> Abdul Qahar Sarwari Hamedi Mohd Adnan Copyright (c) 2024 Abdul Qahar Sarwari, Hamedi Mohd Adnan, Prof https://creativecommons.org/licenses/by-nc/4.0 2024-02-27 2024-02-27 4 1 927 930 10.25082/AMLER.2024.01.004 Tutorials and mobile learning in higher education: Enhancing and accessibility https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.003 <p>This comprehensive paper delves into two vital facets of contemporary higher education. The first segment investigates the transformative force of mobile learning (m-learning), elucidating its far-reaching impact on the educational landscape. Offering unprecedented flexibility and accessibility, m-learning redefines the dynamics between students and educators. The exploration navigates through potential benefits, challenges, and broader implications, providing a nuanced understanding of the evolving landscape of higher education in the digital age. The second segment focuses on the impact of active teaching in a first-year class at the National Engineering School of Carthage (ENICarthage) in Tunisia. Active teaching, recognized for engaging students in the learning process, is scrutinized for its effectiveness in enhancing theoretical understanding and graded assignment performance. This research introduces a dynamic dimension by incorporating mobile learning and tutorials as integral components of active teaching strategies. With its technological leverage, mobile learning aims to enhance student engagement, while advanced tutorials feature simulation functionality for an immersive learning experience. Through statistical analysis, the paper contributes to a nuanced comprehension of the positive influence of active teaching on academic achievements, offering practical insights into the application of active teaching methods and their potential benefits for enhancing student learning outcomes. This synthesis thus presents a holistic view of the dynamic interplay between mobile learning and active teaching in shaping the contemporary higher education landscape.</p> Balti Ala Lakhoua Mohamed Najah Copyright (c) 2024 Balti Alaa, Lakhoua Mohamed Najah https://creativecommons.org/licenses/by-nc/4.0 2024-02-26 2024-02-26 4 1 920 926 10.25082/AMLER.2024.01.003 Increased mobile phone use in high school students as a social problem under the dimension of addiction https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.002 <p>Nowadays, mobile phone usage is increasing, especially among children and adolescents. Mobile phones can offer a multitude of advantages, such as instant communication, entertainment, and information. Of course, the frequency regarding mobile phone usage and exposure poses risks, such as mobile phone addiction. Adolescents now have their own mobile phone and use it most of the time without limitations, with the risk of becoming addicted. The purpose of this research is to examine the increased mobile phone use among high school students, which may lead to addiction, as a social problem related to the lack of social interactions. The research method of the survey is quantitative. The sample of the quantitative method consists of 110 adolescents attending high school, each one equipped with a personal mobile phone. Several conclusions were drawn about mobile phone addiction and its association with social factor and the networks of adolescents. Data showed that parental educational level and average family income positively influenced the likelihood of adolescent mobile phone addiction. In contrast, no association was observed in terms of gender with adolescents' mobile phone addiction. It was observed that parental networks and peer networks had a negative effect on adolescents' mobile phone addiction. The research findings point middle family income and parents with a higher education degree are factors associated with adolescent mobile phone addiction. Additionally organizational networks, peer networks and parental networks are associated with adolescents' mobile phone addiction. Our research presents some limitations but paves the way for future research for the findings to become enhanced.</p> Stefanos Armakolas Chrysavgi Lora Anna Waligóra Copyright (c) 2024 Stefanos Armakolas, Chrysavgi Lora, Anna Waligóra https://creativecommons.org/licenses/by-nc/4.0 2024-02-14 2024-02-14 4 1 911 919 10.25082/AMLER.2024.01.002 The reality of e-Learning: Success and failure of learning management system https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.001 <p>A learning management system (LMS) is a digital learning platform for developing, delivering, and managing courses, learning resources, activities, and assessments (to name but a few). Traditional classroom-based, online, blended, and distance learning are all possible learning methods that could be executed in LMSs. Learning management systems and associated tools have brought significant benefits to higher education institutions worldwide, including improved content deliverability, accessibility, and retrievability. This is also valid in the case of Kathmandu University School of Education (KUSOED), Nepal. In 2011, KUSOED launched LMS and continued online and blended learning practices. The LMS follows a social constructivist approach to education, allowing educational stakeholders (parents, students, leaders, facilitators) to engage in learning activities to scaffold the learning experiences. However, the perception of LMS as only a management system for storing data limits the implications of fostering learning through a technology-integrated education model. This article aims to discuss the success and failure aspects of LMS in the context of the KUSOED. The discussion will cover various perspectives on LMS as an emerging learning technology and draw conclusions based on our experiences at KUSOED. For the success aspects of LMS, we discovered four factors: sign-in, resources and learning management, content management, and integration. Nevertheless, for the failure aspects, we found content creation and sharing, communicative features, course structures, learning engagement, and assessment. Overall, this research has implications for educational institutions, instructors, developers, and system providers. These stakeholders can make more informed decisions about implementing and using these systems to their fullest potential in learning.</p> Niroj Dahal Netra Kumar Manandhar Copyright (c) 2024 Niroj Dahal, Netra Kumar Manandhar https://creativecommons.org/licenses/by-nc/4.0 2024-02-13 2024-02-13 4 1 903 910 10.25082/AMLER.2024.01.001 Social media addiction and loneliness of high school students https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.02.016 <p>The purpose of this study was to determine whether high school students' addictions to social media and feelings of loneliness were related. The UCLA loneliness scale, and the social media addiction scale were applied for this purpose. To supplement the quantitative data, a semi-structured questionnaire was also created, and students' perspectives on social media addiction and loneliness were evaluated. The study was conducted in a Turkish Anatolian high school student. 30 students took part in the study's qualitative part, whereas 379 students took part in the study's quantitative part. The study's quantitative findings and the data acquired from them showed that the students generally have a moderate level of social media addiction and a moderate level of loneliness. Additionally, the connection between students' addictions to social media and feelings of loneliness was investigated, and it was found through quantitative data that there was no such association. Nevertheless, qualitative data showed a connection between students' social media addictions and loneliness. While the qualitative findings match with the literature, the quantitative findings disagree with it when compared to other studies of a similar nature. As a result of the study, it can be seen that high school kids have moderate degrees of social media addiction and moderate level of loneliness. As a result, although quantitative data doesn't support, based on the qualitative data it can be said that high school students' addictions to social media may deprive them from real social environment and may lead them being loneliness.</p> Yafes Can Copyright (c) 2023 Yafes Can https://creativecommons.org/licenses/by-nc/4.0 2023-11-28 2023-11-28 4 1 893 902 10.25082/AMLER.2023.02.016 The development of kobatar learning media for learning mathematics in elementary school https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.02.015 <p>The objective of this study is to develop Kobatar learning media and assess the viability of the products derived from the creation of Kobatar learning media for teaching mathematics in third-grade elementary classes. This research falls under the category of research and development (R&amp;D). The development process adheres to the Borg and Gall development procedure theory, encompassing seven distinct steps. The findings of this investigation indicate that the product meets the stipulated eligibility criteria. Practicality is evidenced by material expert validation yielding a final percentage of 92.59%, followed by media expert validation with a final percentage of 95.62%. Additionally, the practicality of the response questionnaire from three students resulted in a final percentage of 95.13%. All these percentages align with the eligibility criteria, categorizing the product as "Very Eligible." In conclusion, Kobatar learning media in third-grade elementary school demonstrates its potential as a versatile tool for learning mathematics in this educational setting.</p> Lisaana Shidqi Trisniawati Trisniawati Nelly Rhosyida Copyright (c) 2023 Lisaana Shidqi, Trisniawati Trisniawati, Nelly Rhosyida https://creativecommons.org/licenses/by-nc/4.0 2023-11-22 2023-11-22 4 1 886 892 10.25082/AMLER.2023.02.015 Influence and scope of mobile learning in higher education: A systematic literature review https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.02.014 <p>Due to the soaring progression in portable innovations and mobile technology, the popularity of mobile phones has expanded dramatically, which has led to the widespread adoption of mobile gadgets by almost every age group, especially the youth. The apparent consequence is embracing mobile phones in teaching-learning processes. Researchers have been inclined to study the potential and impact of incorporating mobile devices into the education system in recent years. Many studies have been conducted to explore the viability of integrating mobile gadgets into the higher education system. However, only a few works have addressed the realm from the perspective of the Indian higher education system. The present work employs the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework and endeavours to contribute to the literature by exercising a systematic literature review of the open-access literary works carried out from the standpoint of India, especially the Uttarakhand province. The essential keywords, inclusion/exclusion criteria, and research questions addressing the cruxes of the desired investigation are contemplated and designed first. The articles are then populated from the leading academic databases, general web resources, and government reports. The PRISMA guidelines are followed to filter out articles satisfying the adopted criteria. The final shortlisted articles are then rigorously studied to develop insights and to answer the framed questions. The observations signalize the need to frame effective policies and address the hurdles to optimize the usage and impact of mobile learning in Indian higher education, including the education system of Uttarakhand.&nbsp;&nbsp;</p> Devendra Kumar Bhagwati Prasad Pande Copyright (c) 2023 Devendra Kumar, Bhagwati Prasad Pande https://creativecommons.org/licenses/by-nc/4.0 2023-10-23 2023-10-23 4 1 873 885 10.25082/AMLER.2023.02.014 Exploring the impact of using Chat-GPT on student learning outcomes in technology learning: The comprehensive experiment https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.02.013 <p>This experimental study investigates the impact of integrating Chat GPT (Generative Pre-trained Transformer) on student learning outcomes in technology education at Universitas Muhammadiyah Muara Bungo. The research involves an experimental group using Chat GPT and a control group with conventional methods. Data from 31 participants in each group were collected, assessing learning outcomes through final test scores. Analyzing the results with a t-test, the experimental group displayed significantly higher achievements than the control group, highlighting the positive effect of incorporating GPT Chat into educational technology. The study illuminates the potential of AI-powered chatbots like Chat GPT to enhance student learning outcomes. Further exploration is required to gauge its adaptability across diverse educational contexts for more enhanced learning results. T-test results, conducted at a 95% confidence level with α 0.05, and degrees of freedom dk = n1 + n2 - 2 = 60, showed t<sub>count</sub> of 5.424 against t<sub>table</sub> of 2.000, firmly establishing t<sub>count</sub> &gt; t<sub>table</sub> (5.424 &gt; 2.000). Consequently, the null hypothesis (H<sub>0</sub>) proposing no significant impact of Chat GPT utilization is refuted. Conversely, the alternative hypothesis (H<sub>1</sub>), signifying a significant influence from Chat GPT usage, is upheld, affirming its substantial role in students' technological education.</p> Muhammad Hakiki Radinal Fadli Agariadne Dwinggo Samala Ade Fricticarani Popi Dayurni Kurniati Rahmadani Ayu Dewi Astiti Arisman Sabir Copyright (c) 2023 Muhammad Hakiki, Radinal Fadli, Agariadne Dwinggo Samala, Ade Fricticarani, Popi Dayurni, Kurniati Rahmadani, Ayu Dewi Astiti https://creativecommons.org/licenses/by-nc/4.0 2023-10-18 2023-10-18 4 1 859 872 10.25082/AMLER.2023.02.013 Greek parents' profile concerning the use of smart mobile devices and their educational applications by preschool and elementary school children https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.02.012 <p>This study examines Greek parents' attitudes towards using smart mobile devices and their educational applications by children aged 4-7 in an informal learning context. The research sample comprised parents whose children attended Crete's public kindergartens and primary schools during 2020-2021. A 30-item Likert-scale questionnaire assessed parents' attitudes toward smartphones and their educational applications. The factor and cluster analyses were conducted, and three parent profiles emerged: neutral, sceptical, and optimistic. Neutral parents value the use of educational applications by their children. Sceptical parents are the ones who attach great importance to the adverse effects that the use of digital technology can have on their children. Optimistic parents are the ones who consider the use of educational applications essential but also are the ones setting ground rules regarding its use. Parents' views regarding smart mobile devices' use are of immense importance, as well as their general perspective, commitment, and support towards their children, as they greatly influence the latter's learning experiences at home.</p> Foteini Aleksandraki Nikolaos Zaranis Copyright (c) 2023 Foteini Aleksandraki, Nikolaos Zaranis https://creativecommons.org/licenses/by-nc/4.0 2023-09-13 2023-09-13 4 1 851 858 10.25082/AMLER.2023.02.012 Recommender systems in education: A literature review and bibliometric analysis https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.02.011 <p>This study aims to provide an overview regarding the use of recommender systems in education through a systematic review and a bibliometric analysis. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was followed and a total of 1,622 related documents from Scopus and WoS are examined from 2001 to 2022. The study goes over the literature and describes personalized learning, artificial intelligence (AI) in education as well as recommender systems and educational recommender systems. Besides descriptive statistics about the document collection, the result analysis involves the citation, sources, authors, affiliations, countries, and document information and categories of the related articles. The thematic evolution of the topic throughout the years is also examined. Based on the results, the recency and significance of recommender systems and their potentials in the educational domain were evident. Their ability to take into account learners' unique traits, experiences, skills, and preferences was highlighted. Recommender systems emerged as a learning tool that can empower learners, improve education quality and learning outcomes, increase learners' motivation, engagement, achievements, and satisfaction, and enable learners to be in charge of their own learning. Finally, recommender systems arose as an effective educational tool that can promote and improve adaptive learning and personalized learning.</p> Georgios Lampropoulos Copyright (c) 2023 Georgios Lampropoulos https://creativecommons.org/licenses/by-nc/4.0 2023-09-11 2023-09-11 4 1 829 850 10.25082/AMLER.2023.02.011