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><em>Advances in Mobile Learning Educational Research (AMLER) </em></strong> (eISSN: 2737-5676) is an open-access, international, refereed journal dedicated to advancing knowledge and understanding of how <strong>mobile and emerging technologies transform education</strong>, supporting the publication of high-quality, innovative research that bridges theory and practice.</p> <p>The journal welcomes <strong>empirical studies, theoretical papers, systematic reviews, and meta-analyses</strong> that explore the pedagogical, technical, and sociocultural dimensions of <strong>mobile learning and educational technology</strong>, ensuring relevance to a broad education research and practitioner community. In addition to its established focus on mobile technology’s pedagogical applications, AMLER actively invites research on <strong>cutting-edge topics in educational technology, including but not limited to</strong>:</p> <ul style="padding-left: 2em;"> <li class="show1 show1">The integration of <strong>generative artificial intelligence (AI) in mobile learning environments</strong> to support personalized, adaptive, and creative learning experiences.</li> <li class="show1 show1">The design, implementation, and evaluation of <strong>immersive technologies</strong> (AR, VR, MR) for mobile learning and their impact on learner engagement and cognitive development.</li> <li class="show1 show1">Applications of <strong>blockchain, learning analytics, and IoT</strong> in mobile and ubiquitous learning environments.</li> <li class="show1 show1">Ethical, legal, and societal considerations in the use of AI-powered tools and mobile technologies in education, including <strong>data privacy, algorithmic transparency, and equity</strong>.</li> <li class="show1 show1">Strategies to foster <strong>computational thinking, digital literacy, and coding skills</strong> through mobile learning and educational robotics, with a focus on K-12 and lifelong learning contexts.</li> <li class="show1 show1">Studies examining <strong>inclusive and accessible mobile learning solutions</strong> for diverse learners, including learners with disabilities and those in underserved regions.</li> <li class="show1 show1">Research on <strong>teacher professional development</strong> and teacher education for the effective integration of mobile learning and emerging technologies.</li> <li class="show1 show1">Evaluations of <strong>educational policies, leadership practices, and innovation management</strong> in mobile and digital education contexts.</li> <li class="show1 show1">The role of mobile learning in <strong>STEM education and interdisciplinary learning</strong>, exploring how it can address current and future workforce needs.</li> <li class="show1 show1">Investigations into learner motivation, engagement, and achievement using mobile learning, including culturally responsive pedagogies and gender equity in EdTech.</li> <li class="show1 show1">Exploration of the intersections between <strong>AI, ethics, and sustainability in mobile learning</strong>, examining how emerging technologies can contribute to the UN Sustainable Development Goals (SDGs) through education.</li> </ul> <p>We welcome studies that address specific challenges in improving student outcomes, motivation, and engagement, as well as lessons learned from curriculum and instructional changes driven by educational technology.</p> <p><strong>Topics of interest include, but are not limited to</strong>:</p> <ul style="padding-left: 2em;"> <li class="show1 show1">Mobile Learning in Educational Technology</li> <li class="show1 show1">Mobile Learning Philosophy and Theory</li> <li class="show1 show1">Mobile Learning Innovation Management</li> <li class="show1 show1">Mobile Learning Psychology and Cognitive Science</li> <li class="show1 show1">Mobile Learning Policy and Governance</li> <li class="show1 show1">Mobile Learning Evaluation and Impact Assessment</li> <li class="show1 show1">Mobile Learning Economics and Funding Models</li> <li class="show1 show1">Generative AI in Mobile Learning</li> <li class="show1 show1">Immersive Technologies and Mobile Learning</li> <li class="show1 show1">Mobile Learning for STEM, Coding, and Robotics</li> <li class="show1 show1">Ethics, Privacy, and Equity in Mobile EdTech</li> </ul> <p>AMLER seeks to serve as a <strong>rigorous, high-impact platform</strong> for researchers, educators, and policymakers aiming to understand and advance the role of mobile and emerging technologies in education, contributing to the field’s theoretical development while addressing practical challenges across diverse learning environments globally.</p> en-US <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> snowy.wang@syncsci.com (Snowy Wang) editor@syncsci.com (Alan Tan) Fri, 26 Dec 2025 00:00:00 +0800 OJS 3.1.1.0 http://blogs.law.harvard.edu/tech/rss 60 Fostering Critical AI Literacy through A Decolonial Use of ChatGPT in ESL/EFL Classrooms https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.02.005 <p>This article examines the potential and risks of integrating AI tools, such as ChatGPT, into ESL/EFL classrooms from a decolonial perspective to enhance vocabulary instruction. Centering on eighteen English words from an English textbook designed for school education, the study examines how ESL/EFL vocabulary can be taught using ChatGPT to encourage students to engage with and critically reflect on its outputs. Employing the method of strategic prompting and qualitative content analysis of ChatGPT responses, the article explores how students' first languages (L1) can be meaningfully connected to English (L2) using ChatGPT as a pedagogical tool, particularly within a multilingual and multiethnic educational context. The study demonstrates that a decolonial approach to AI tools, such as ChatGPT, can enhance ESL/EFL pedagogy by promoting linguistic inclusivity and fostering critical AI literacy among students. Hence, the article contributes to the emerging conversations on decolonial ESL/EFL pedagogy and critical AI literacy by positioning AI tools, such as ChatGPT, not as a neutral source of information, but as a tool to enhance language learning in diverse linguistic contexts with a higher degree of human intervention.</p> Purna Chandra Bhusal Copyright (c) 2025 Purna Chandra Bhusal https://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.02.005 Mon, 07 Jul 2025 15:48:26 +0800 Programming for Students Who Struggle with Writing: How Strategy Instruction, Technology and Assessment can Promote Students’ Writing Improvement https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.02.004 <p>Writing can be a challenging task for many people. Developing ideas, organizing them into an outline, spelling words, creating sentences with descriptive adverbs and adjectives, and making edits for a finessed final copy require an ability to manage these tasks concurrently to help make the ideas and phrases flow into a coherent text. For educators as well as governmental departments of education who create and manage yearly testing, there are many options for how writing can be assessed; assessment choices play a part in defining students who struggle with writing. This conceptual article discusses the challenges that students who struggle with writing face, technology tools that can help and how assessment of students' skills can be designed and applied to progress monitor (assess) writing content and quality over time. The conclusions of this article emphasize the benefits of employing research/evidence-based practices for writing with technology tools. The implications are that students who struggle with writing can benefit from step-by-step (strategy) instruction, progress monitoring their written content and quality skills as intervention programming sessions progress, and employing technology tools to help with idea generation, spelling, grammar/syntax, and revising ideas.</p> Michael William Dunn Copyright (c) 2025 Michael William Dunn https://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.02.004 Fri, 04 Jul 2025 14:18:19 +0800 Mobile-Supported Blended Learning for Fractions: Enhancing Conceptual and Procedural Knowledge in Primary School Students https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.02.003 <p>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: <em>n</em> = 64; experimental group: <em>n</em> = 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 (<em>p</em> = 0.003 and <em>p</em> = 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.</p> Maria Arvanitaki, Nicholas Zaranis, Michalis Linardakis, Michail Kalogiannakis Copyright (c) 2025 Maria Arvanitaki, Nicholas Zaranis, Michalis Linardakis, Michail Kalogiannakis https://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.02.003 Mon, 23 Jun 2025 15:22:35 +0800 Mobile Learning Media and Physics Education: Exploring Student Preferences, Competence, and Motivation in the Digital Era https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.02.002 <p>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.</p> Muhammad Aizri Fadillah, Atifah Hirahmah, Nisa Cantika Fitri Copyright (c) 2025 Muhammad Aizri Fadillah, Atifah Hirahmah, Nisa Cantika Fitri https://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.02.002 Wed, 18 Jun 2025 17:01:18 +0800 Enhancing Maritime Cadets’ Learning Outcomes through Mobile-Supported E-Mapping in Basic Mathematics: A Classroom Action Research Study https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.02.001 <p>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<em> Applied Mathematics</em> 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.</p> Ningrum Astriawati, Waris Wibowo, Yudhi Setiyantara Copyright (c) 2025 Ningrum Astriawati, Waris Wibowo, Yudhi Setiyantara https://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.02.001 Fri, 06 Jun 2025 14:26:25 +0800 From the Gender Lens: Student Perceptions of ChatGPT in Higher Education https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.015 <p>The development of artificial intelligence (AI) technologies, such as ChatGPT, has significantly impacted education. Our study adds a gender lens to this discourse by examining how male and female students in Indonesian higher education perceive ChatGPT differently. ChatGPT, trained on human conversation data, provides human-like responses, enhancing interactivity and learning effectiveness in higher education. This study examines university students' perspectives from Indonesia and the use of ChatGPT in learning, involving 250 participants (109 males, 43.6%; 141 females, 56.4%). The findings reveal that males found ChatGPT more effective for interacting, searching, evaluating, and managing information, and they exhibited more positive attitudes and satisfaction toward its use. Additionally, males perceived ChatGPT as contributing more to their learning experience, particularly in daily classes and practical subjects. In contrast, females found ChatGPT more helpful for theoretical assignments and homework. These results highlight significant gender differences in ChatGPT's perceived benefits, underscoring the need to consider gender-specific preferences in educational technology implementation. This study provides insights into integrating ChatGPT effectively in education and emphasizes the importance of developing inclusive and adaptive AI-driven learning tools. Further research is needed to explore underlying factors influencing these differences and to design more equitable solutions for all students.</p> Muhammad Aizri Fadillah, Muhammad Fazlan Akbar Copyright (c) 2025 Muhammad Aizri Fadillah, Muhammad Fazlan Akbar https://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.015 Mon, 19 May 2025 14:14:25 +0800 Development of an Adaptive and Inclusive Zoom Learning Model (AIZLM) to Enhance Student Engagement in Online Communities https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.014 <p>The Zoom platform has emerged as a dominant tool in online education; however, meeting the diverse needs of students with varying learning styles and abilities, as well as enhancing student engagement, remains a significant challenge. This project aimed to develop an inclusive and flexible learning approach using Zoom to foster greater participation in online learning communities. A literature review was employed as one of the research methods to identify student needs and effective instructional strategies. The findings highlighted the efficacy of inclusive and adaptive development models in increasing student engagement, demonstrating their potential to enhance learners' skills and overall educational outcomes. The study concludes that it is essential to continue developing learning models that accommodate students' needs and learning preferences while remaining adaptable to evolving technologies and contemporary educational demands.</p> GP Harianto, David Ming Copyright (c) 2025 GP Harianto, David Ming https://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.014 Mon, 28 Apr 2025 15:46:45 +0800 Smartwatch Selection Recommendation System Using the K-Nearest Neighbor (KNN) Algorithm with Dynamic Dataset Optimization https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.013 <p>This research aimed to develop a smartwatch recommendation system using the K-Nearest Neighbor (KNN) algorithm with dynamic dataset optimization. By employing a dynamic dataset, the accuracy of KNN calculations was enhanced. The dataset, stored in CSV format, was filtered based on user preferences when searching for a smartwatch, generating a dynamic dataset tailored to individual needs. The research involved 35 respondents to evaluate the precision and feasibility of the application. Results showed that 25.7% of respondents found the application highly relevant to their preferences, 31.4% relevant, and 31.4% somewhat relevant. User satisfaction levels indicated that 34.3% were very satisfied, 34.3% satisfied, and 20% somewhat satisfied, highlighting the application’s effectiveness in meeting user expectations.</p> Gino Erman Agusta, Fatchul Arifin Copyright (c) 2025 Gino Erman Agusta, Fatchul Arifin https://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.013 Fri, 25 Apr 2025 12:45:40 +0800 Fostering Critical Thinking in Filipino through Media and Information Literacy https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.012 <p>Media and Information Literacy (MIL) plays an indispensable role in the modern world, where the abundance of information and the rapid dissemination of media messages can both inform and mislead. This study aims to integrate MIL into Filipino language teaching through the use of lesson exemplars. Understanding and incorporating MIL competencies into subject areas is essential to nurturing students' skills and knowledge about their environment. Through the application of both quantitative and qualitative methods, the findings reveal that MIL empowers individuals to navigate the complex media landscape with confidence and discernment. It fosters informed citizenship, promotes critical thinking, protects against misinformation and manipulation, and cultivates digital citizenship. As society continues to evolve, investing in MIL education becomes paramount in equipping individuals with the skills necessary to be active, engaged, and responsible participants in the digital age.</p> Janice R. Carambas, Janet S. Tibaldo Copyright (c) 2025 Janice R. Carambas, Janet S. Tibaldo https://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.012 Mon, 21 Apr 2025 16:37:25 +0800 English Language Teaching in the Age of Artificial Intelligence: Tools, Techniques, and Methodologies https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.011 <p>This article discusses the prospect of generative artificial intelligence (GenAI) to transform English language teaching (ELT) practices. The article briefly remarks on the current trends in ELT, including traditional grammar-translation to communicative, task-based, post-method, and technology-enhanced approaches. Then, it highlights the ELT trends in Nepal with a nuanced discussion on unique challenges and opportunities posed by diversity and the potential of leveraging technology and innovative practices of language teaching, particularly the integration of GenAI. The article foregrounds how different GenAI chatbots, such as ChatGPT, Gemini, and Perplexity, stimulate conversational practices, imparting students with interactive platforms to foster their language skills. In addition, the article strains the potential of different GenAI tools, such as Quizzes, Diffit, and Magic School, to help teachers in developing resources and learning materials to facilitate differentiated instruction to furnish to the needs of diverse classrooms. Besides the benefits of GenAI integration in ELT, the article also offers ethical concerns, data privacy, equity, access, and the potential bias of AI algorithms impacting students’ learning experiences. The article contributes to the discourse of GenAI integration in language teaching, implying formulating standards for GenAI and AI integration in ELT classrooms.</p> Bharat Prasad Neupane, Pitambar Paudel, Niroj Dahal, Sujeet Karki, Ganga Ram Paudel, Punaram Ghimire, Bibas Thapa Copyright (c) 2025 Bharat Prasad Neupane, Pitambar Paudel, Niroj Dahal, Sujeet Karki, Ganga Ram Paudel, Punaram Ghimire, Bibas Thapa https://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.011 Tue, 18 Mar 2025 18:27:37 +0800