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 views of preschool teachers on the contribution of ICT in Environmental Education https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.02.002 <p>Information and Communication Technologies (ICT) are forms of technology that enhance young children's learning and experiences. When teachers successfully integrate them as targeted tools using computers, tablets, videos, interactive whiteboards, digital games, <em>etc</em>., the quality of teaching and learning can be improved by providing students with an engaging and successful experience. At the same time, environmental conditions worldwide continue to deteriorate at an alarming rate due to a complex web of socio-ecological challenges such as climate change, air pollution, loss of biodiversity, <em>etc</em>. In order to drive transformative changes in human behaviour, it is essential to educate and inform individuals from an early age, starting with kindergarten students. Incorporating new technologies into environmental education and other subjects can spark students' interest and facilitate more effective information dissemination and learning. This study investigated the views of 105 preschool teachers on the contribution of ICT to Environmental Education. The research tool used was a questionnaire distributed to teachers via Google Forms. The research questions pertain to teachers' knowledge and opinions about ICT and EE, as well as the frequency of ICT use and media during teaching interventions. Furthermore, the factors that influence the smooth integration of ICTs into EE teaching and the results that this integration brings were investigated. The research showed that the contribution of ICT in EE positively affected the students. Those that stood out were the active participation, the increased interest, the development of teamwork and the mobilisation of the weak students. However, although the teachers pointed out some difficulties in using ICT in their teaching, such as the deficiency of material and technical infrastructure and the lack of time, they also pointed out how significant and influential the contribution of ICT in teaching Environmental Education is.</p> Ourania Blavaki Copyright (c) 2024 Ourania Blavaki https://creativecommons.org/licenses/by-nc/4.0 2024-06-17 2024-06-17 4 2 1073 1081 10.25082/AMLER.2024.02.002 Exploring the impact of mobile devices in electronics e-learning: A case study evaluating the effectiveness of mobile learning applications in the field of electronics and sensors https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.02.001 <p>Integrating mobile devices into educational environments has revolutionised e-learning, presenting new opportunities and challenges. This research paper aims to examine the pivotal role of mobile devices in the e-learning environment and assess the effectiveness of mobile learning applications in enhancing the educational experience. The study employs a mixed-methods approach, combining quantitative data through surveys and usage analytics with qualitative insights from interviews and focus group discussions. By analysing the perspectives of both educators and learners, the research investigates how mobile devices contribute to the flexibility and accessibility of e-learning content. Additionally, the paper evaluates the effectiveness of various mobile learning applications in promoting engagement, knowledge retention, and overall learning outcomes. It scrutinises the features that contribute to the success of these applications, such as user interface design, interactivity, and adaptability to diverse learning styles. Furthermore, the research delves into the challenges of mobile learning, including device compatibility, connectivity, and user motivation issues. Strategies to overcome these challenges and optimise the benefits of mobile learning are explored. The findings of this study are expected to provide valuable insights for educators, curriculum designers, and developers of mobile learning applications. The research aims to contribute to the ongoing discourse on the effective integration of mobile devices in e-learning environments and offer recommendations for optimising the design and implementation of mobile learning strategies. Ultimately, this exploration seeks to foster a deeper understanding of the potential of mobile devices in shaping the future of education.</p> Khalid Ghoulam Belaid Bouikhalene Abdelghani Babori Noureddine Falih Copyright (c) 2024 khalid Ghoulam, Belaid Bouikhalene, Abdelghani Babori, Noureddine Falih https://creativecommons.org/licenses/by-nc/4.0 2024-06-14 2024-06-14 4 2 1058 1072 10.25082/AMLER.2024.02.001 Investigating academic staff behavioral intention and readiness to utilise mobile devices for instructional delivery among tertiary institutions in Sokoto State, Nigeria https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.015 <p>This research investigates academic staff's behavioural intentions and technological readiness regarding integrating mobile devices for instructional delivery among tertiary institutions in Sokoto State, Nigeria. Descriptive statistics were used to analyse responses from 325 academic staff members regarding their behavioural intentions, technological readiness, challenges, and perceptions of mobile device integration. The findings reveal a generally positive disposition among academic staff towards mobile device utilisation, with high mean scores indicating willingness to integrate mobile devices into teaching activities and positive perceptions of their impact on student learning outcomes. Despite challenges such as inadequate technological infrastructure, limited professional development opportunities, and resistance to change, it is crucial to implement strategic interventions. Recommendations have been made to improve institutional collaboration, infrastructure, technical support systems, and professional development to facilitate effective mobile device integration. These findings contribute to the discourse on technology-enhanced learning in Nigerian higher education and offer practical insights for policy-makers, administrators, and educators seeking to harness the potential of mobile devices for educational advancement.</p> Usman Abubakar Abdullahi Abubakar Yunusa Copyright (c) 2024 Usman Abubakar, Abdullahi Abubakar Yunusa https://creativecommons.org/licenses/by-nc/4.0 2024-06-06 2024-06-06 4 2 1046 1057 10.25082/AMLER.2024.01.015 Integration of whiteboard use in maritime education and training to enhance environmental awareness of cadets https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.014 <p>The paper is devoted to analysing the use of whiteboards in maritime education and training of cadets of the ship engineering department. This research highlights the benefits of incorporating interactive whiteboards into maritime education and provides practical recommendations for educators aiming to enhance environmental awareness among future maritime professionals. Whiteboards provide a promising way to bridge the gap between theoretical knowledge and practical application. This ensures cadets are equipped with the essential skills and awareness needed to navigate the challenges of a rapidly evolving maritime industry while prioritising environmental sustainability. The findings demonstrate a significant improvement in cadets' understanding of environmental concepts and their ability to apply sustainable practices in real-world maritime scenarios. Cadets expressed higher levels of engagement and motivation when learning through interactive whiteboards, citing the dynamic and immersive nature of the technology as a contributing factor. Moreover, faculty members reported enhanced teaching capabilities and the ability to address individual learning needs effectively. This work highlights the potential of using whiteboards (e.g. Whiteboard.fi, Miro) to enhance environmental awareness. It suggests further research to explore its effectiveness in other educational contexts.</p> Olena Diahyleva Olena Kononova Alona Yurzhenko Copyright (c) 2024 Olena Diahyleva, Olena Kononova, Alona Yurzhenko https://creativecommons.org/licenses/by-nc/4.0 2024-05-29 2024-05-29 4 2 1038 1045 10.25082/AMLER.2024.01.014 Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.013 <p>Augmented reality has the potential to transform and enrich Natural Sciences education. This is particularly true in preschool and primary education. This study aims to provide a literature review regarding the use of augmented reality in preschool and primary education to teach and learn Natural Sciences, Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics. A total of 63 related studies are examined. Based on the results, augmented reality emerged as a valuable and effective educational tool that can improve teaching and learning of Natural Sciences and its branches (<em>e.g.</em>, Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics) in kindergarten and elementary schools. Students, teachers, and parents expressed positive attitudes and emotions about the use of augmented reality in education. Students that learned through augmented reality applications achieved better learning outcomes than those who learned through traditional means and methods. Specifically, augmented reality helped students acquire a deeper understanding of the concepts taught, improved their self-learning, and increased their engagement, motivation, comprehension, flow, and academic performance. Augmented reality can also help teachers provide lessons of high quality. Moreover, the ability of augmented reality to support both formal and informal learning was evident. Augmented reality also effectively supported collaborative learning, scaffolding, and experiential learning and enabled students to communicate and interact with their peers, surrounding environment, and digital content. Finally, augmented reality arose as an educational means that can improve students' ecological empathy as well as environmental consciousness and awareness. Based on the findings, implications and future research directions are provided.</p> Georgios Lampropoulos Copyright (c) 2024 Georgios Lampropoulos https://creativecommons.org/licenses/by-nc/4.0 2024-05-24 2024-05-24 4 2 1021 1037 10.25082/AMLER.2024.01.013 Pre-school teachers' digital concept maps and instructional design practices https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.012 <p>Concept mapping has been a useful and effective technique for representing and assessing science content knowledge. Technological advances have also allowed the creation of user-friendly digital concept map applications. However, there appears a need to examine pre-service teachers' digital concept mapping practices in relation to their instructional design practices <em>i.e.</em> lesson planning. Hence, this study investigated the quality of pre-service pre-school teachers' (n = 26) digital concept maps in reference to the quality of their lesson plans. The quality of the digital concept maps was assessed based on an examination of the quality of a) structure, b) content, and c) their overall quality. Furthermore, it examined teachers' preferences and reflections on digital concept maps in relation to physical (<em>i.e.</em> paper-and-pencil) concept maps. Mixed methods were used including qualitative analysis and statistical correlations of the quality scores of the lesson plans and concept maps. Findings revealed no significant correlation between the quality of digital concept maps and the quality of lesson plans, while the consistency of the focus between the two correlated significantly with the quality of the digital concept maps. The number of concepts, propositions and cross-links as well as conceptual hierarchy were found as indicators of the overall quality of the digital concept maps. A comparison between digital and physical concept maps revealed that teachers' views and arguments varied between the two. The findings of the study speak to the relevance and applicability of digital concept maps for teacher training programmes.</p> Argyris Nipyrakis Copyright (c) 2024 Argyris Nipyrakis https://creativecommons.org/licenses/by-nc/4.0 2024-05-23 2024-05-23 4 2 1007 1020 10.25082/AMLER.2024.01.012 Student attitudes towards smartphone use in a pre-service teacher tech course https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.011 <p>In contemporary classrooms, characterized by students who are digital natives with a firm reliance on mobile phones, integrating these devices into educational activities presents an opportunity to enhance learning experiences and increase engagement. This qualitative case study investigates undergraduate pre-service teachers’ perceptions of using smartphones for learning activities in a Teacher Education Program (T.E.P.) technology course at a 4-year institution in the U.S. The researchers sought to examine how the use of smartphones influenced the students’ learning experiences. Understanding students' experiences can inform the development of strategies to enhance technology-integrated lessons and foster improved learning environments. The findings indicated that students had positive experiences with using smartphones in class. They found the devices to help enhance online learning security and were reliable, versatile, and affordable compared to other forms of technology. The ability of the devices to download and accommodate a variety of educational materials was also a valuable attribute for the students. However, challenges associated with unrestricted phone access in the classroom, including the risk of addiction, distraction, decreased engagement, and concerns regarding academic integrity, were reported. As smartphones become integral to our learning environment, educators should establish policies promoting responsible usage to optimize students' learning potential rather than imposing bans. The researchers propose that institutions invest in innovative software solutions to manage smartphone usage proactively. This approach enables students to enhance their focus and productivity during crucial learning moments while mitigating distractions posed by mobile phones.</p> Benard Chindia Sheilla Namusia Wawire Copyright (c) 2024 Benard Chindia, Sheilla Namusia Wawire https://creativecommons.org/licenses/by-nc/4.0 2024-05-17 2024-05-17 4 2 994 1006 10.25082/AMLER.2024.01.011 From classrooms to cyberspace: Understanding pedagogical approaches and outcomes in Metaverse learning environments https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.010 <p>In recent years, the educational landscape has undergone a seismic shift propelled by the emergence of Metaverse learning environments. This transformative phenomenon has sparked widespread interest and prompted scholars to delve deeper into its intricacies. Our research plans to meticulously explore and comprehend the diverse pedagogical methodologies adopted within these cyberspatial realms, focusing on unravelling their outcomes and educational implications. As we embark on this scholarly journey, we recognize the need to contextualize the evolution from traditional brick-and-mortar classrooms to the dynamic expanse of cyberspace. This transition marks a shift in the physical setting and a fundamental reimagining of educational paradigms. Thus, our study endeavours to trace this trajectory, shedding light on the nuanced interplay between pedagogy, technology, and learning outcomes within Metaverse environments. Employing an interdisciplinary approach, we aim to dissect the multifaceted nature of Metaverse learning, transcending disciplinary boundaries to gain a comprehensive understanding. This entails delving into these digital realms' immersive and collaborative dimensions, exploring how they shape the educational experience and foster innovative pedagogical practices. Moreover, our research seeks to uncover the transformative potential inherent in metaverse learning environments. By critically analyzing their affordances and limitations, we aim to offer insights into how these digital platforms can revolutionize education, paving the way for a more inclusive, engaging, and practical learning experience. In essence, our study aspires to contribute to the ongoing discourse surrounding the future of education in the digital age. By interrogating the complexities of Metaverse learning through a rigorous scholarly lens, we endeavour to chart a path forward that harnesses the full potential of these emerging technologies for the betterment of education.</p> Khalid Ghoulam Belaid Bouikhalene Copyright (c) 2024 Khalid Ghoulam, Belaid Bouikhalene https://creativecommons.org/licenses/by-nc/4.0 2024-04-22 2024-04-22 4 2 983 993 10.25082/AMLER.2024.01.010 The impact of ChatGPT on academia: A comprehensive analysis of AI policies across UT system academic institutions https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.009 <p>Since ChatGPT was released by OpenAI, an American company, in 2022 for the public, ChatGPT has become the talk of every town, as evident by its over 180 million users worldwide. This chatbot's ability to engage in human-like conversations, answer questions, and generate diverse content has sparked widespread debates across various fields, including education. In response to the growing rise and influence of ChatGPT, educators have contrasting opinions; some view ChatGPT as an opportunity, whereas others regard it as a challenge that needs to be addressed on time. In order to deal with the complexities caused by ChatGPT in the field of education, universities have formulated their policies on AI. Guided by the research question, "How does universities' policy on AI reflect academia's view toward ChatGPT?" this study attempts to review the AI policy of the nine academic institutions under the UT system of the United States. The primary goal is to understand the extent to which universities have adapted their policies in response to the challenges and opportunities posed by ChatGPT and how these policies reflect the broader sentiments within academia. To achieve this, this study reviews the universities' policies regarding AI using a qualitative data analysis methodology. The primary data sources include official policies, statements, and guidelines developed by the universities in response to the challenges and opportunities presented by ChatGPT. While reviewing the policies, the study determines whether ChatGPT is banned and why. Or embraced, and if so, in what ways? By examining these policies, the study aims to uncover the various approaches universities have taken to integrate or regulate the use of ChatGPT within academic environments. The thesis of this study is twofold. First, it seeks to provide a comprehensive overview of how US universities have responded to ChatGPT in the educational landscape. This involves identifying common themes, concerns, and strategies institutions employ to deal with the complexities introduced by this generative language model. Second, the study aims to contribute to existing scholarship by offering insights into how academia adapts to the influence of AI technologies like ChatGPT. This study examines the intersection of AI and education and the evolving nature of educational norms in the digital age by uncovering the diverse perspectives and approaches within university policies.</p> Sanjeev Niraula Copyright (c) 2024 Sanjeev Niraula https://creativecommons.org/licenses/by-nc/4.0 2024-04-15 2024-04-15 4 2 973 982 10.25082/AMLER.2024.01.009 Gamification techniques in Maritime English online courses: Motivating learners in virtual environments https://www.syncsci.com/journal/AMLER/article/view/AMLER.2024.01.008 <p>The research is conducted to solve the problem of students' motivation while m-learning, namely while Maritime English online courses on LMS MOODLE. Gamification techniques are listed in the paper. The advantages of m-learning with gamification are described. The following activities are listed to motivate and engage students in Maritime English m-learning: leaderboards, badges, points, levels, missions, maps, and scenarios. The research was conducted in higher maritime education institutions in Ukraine. The research results show the positive impact of gamification while m-learning on the formation of communicative competence of future ship engineers. The prospects of further research can be seen in analysing other m-learning techniques to raise the quality of Maritime English online courses (e.g. game-based learning, problem-based learning).</p> Olena Diahyleva Alona Yurzhenko Olena Kononova Copyright (c) 2024 Olena Diahyleva, Alona Yurzhenko, Olena Kononova https://creativecommons.org/licenses/by-nc/4.0 2024-04-02 2024-04-02 4 2 965 972 10.25082/AMLER.2024.01.008