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 src="/journal/public/site/images/jasongong/Logo_ReviewerCredits-journal.jpg" alt="ReviewerCredits" width="20%" align="right"></a><strong>Advances in Mobile Learning Educational Research (AMLER) (ISSN: 2737-5676)</strong>&nbsp;published biannually, is an international peer reviewed 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.</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<br><br></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) Tue, 22 Jun 2021 14:43:48 +0800 OJS 3.1.1.0 http://blogs.law.harvard.edu/tech/rss 60 Educational robotics and STEAM in early childhood education https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.02.003 <p>The interest in the future configuration, focusing on the innovative technologies and more specifically on STEAM (Science, Technology, Engineering, Arts, Math), is remarkably increased. The value of STEAM education is undeniable as a means of developing basic skills and competencies of young students improving the learning process, developing communication skills, and solving real-life difficulties. The current research study was completed in the context of an actual learning process, with the view to study educational robotics in kindergarten students to engage them with STEAM education, using the programmable robot Bee-Bot<sup>®</sup> initially. The didactic intervention was held, which was developed in two phases. More specifically, a sample of 12 children (age range: 5–6 years old) took part in an intensive educational robotics lab for 16 sessions (4 weeks) by using a bee-shaped robot called Bee-Bot<sup>®</sup>. The results of our current research study revealed that STEAM education could also take place in a speech therapy clinic using the appropriate educational robots. Our young students developed and mastered knowledge in programming and computerizing, and algorithmic thinking with playful mod using educational robots, and they also built their vocabulary and develop communication skills.</p> Dimitra Chaldi, Garyfalia Mantzanidou ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.02.003 Mon, 19 Jul 2021 11:02:19 +0800 The management of Digital Learning Objects of Natural Sciences and Digital Experiment Simulation Tools by teachers https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.02.002 <p>In the present study, we tried to find possible obstacles that Primary and Secondary education teachers face when managing Digital Learning Objects (DLOs) and/or Digital Simulation Tools (DST) in Science. One hundred seventy-six teachers from all over Greece answered the questionnaire. The results showed that the main reason for refusing to deal with DLOs and DSTs is the technological equipment. Also, the lack of adequate training level B 'results in about 25% of teachers not knowing the DSTs and 30% not knowing the DLOs. Factors such as the teaching experience, the specialty, the Pan-Hellenic examinations, the classes they teach, and the number of students they have per class negatively affect the teachers' attitude to get involved with the DLOs the DSTs. Finally, the negative attitude seems to be related to the lack of trust in the curriculum content as teachers prefer to search DLOs and DSTs on the internet connection. Further research with mixed methods of analysis would help to obtain satisfactory results.</p> Stefanos Poultsakis, Stamatios Papadakis, Michail Kalogiannakis, Sarantos Psycharis ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.02.002 Tue, 29 Jun 2021 12:24:03 +0800 Implementation and evaluation of a remote seminar on the pedagogical use of educational robotics https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.02.001 <p>This article describes distance teacher training for educational robotics' pedagogical use, e.g., the planning, the implementation, and the evaluation by the teachers involved. The training seminars were organized as part of the Greek eTwinning community's seminars. They were based on a Teacher Practice Community of the South Aegean about using ICT in teaching practice. From 2018 we have included seminars on educational robotics. There is a growing interest in the use of educational robotics in teaching practice. Although the topic is such that face-to-face contact and experimentation with the subject is considered necessary, we tried to educate teachers using remote learning methodology. The project was successful, and the evaluation of the seminars was very positive.</p> Tzimopoulos Nikos, Provelengios Petros, Iosifidou Maria ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.02.001 Tue, 22 Jun 2021 00:00:00 +0800 A transformative educational framework in tourism higher education through digital technologies during the COVID-19 pandemic https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.01.005 <p>The rapid development and the integration of emerging technologies are changing the perceptions in all aspects of education. As the current tourism education is considered traditional, changes in learning environments, educational methods, and curricula are required. Additionally, the latest COVID- 19 pandemic developments have led to a new perspective of education through digital technologies, changing how universities perceive the teaching and the learning process. As a result of these circumstances, the transformation of higher tourism education is more than ever a current issue preparing students to face the new challenges that arise. This paper proposes an educational framework using the Transformative Learning Theory and digital technologies, providing a contemporary learning design, and offering flexible use of many digital technologies and tools, leading to the development of tourism students according to the needs of modern society. It can also lead to the transformation of dysfunctional beliefs and assumptions of tourism students to be more functional and thrive. Implementing the educational framework can lead to the upgrade of the provided tourism education and its transformation, leading to a higher quality of the tourism services.&nbsp;</p> Sofia Kallou, Aikaterini Kikilia ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.01.005 Fri, 11 Jun 2021 00:00:00 +0800 Reinforcing preschoolers’ phonemic awareness through the use of tablets https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.01.004 <p>This study aimed to implement an intervention program to examine whether tablets enhance kindergarten children’s phonemic awareness. Seventy-four (74) kindergarten children (40 boys and 34 girls) aged 4 to 6 years from 4 public kindergarten classrooms participated in the study, from which 38 children formed the experimental group while 36 children formed the control one. During the intervention program, children in the experimental group were trained through tablets in initial phoneme identification, initial phoneme deletion, and phoneme segmentation, while the control group trained in the same tasks without tablets. Results showed statistically significant differences in favor of the experimental group. In conclusion, the present research found that digital media help educational practice, but it is also how teachers use digital tools to facilitate learning.</p> Evaggelia Skaraki ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.01.004 Mon, 07 Jun 2021 00:00:00 +0800 Emergency remote teaching in Greece during the first period of the 2020 Covid-19 pandemic https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.01.003 <p>During the first period of the covid-19 pandemic, schools in Greece suspended the face-to-face operation for about three months, and teachers were called in an emergency to adjust the teaching methods remotely. The educational community was called to deal with this emergency with the primary goal to maintain students’ contact with the educational process. The urgent use of distance communication and teaching forms was a project with many difficulties for teachers, students, and parents. In all this transition process, the practice and learning communities that teachers themselves organized were crucial. The Greek eTwinning community immediately implemented three MOOC seminars (Mass Open Online Courses), which were designed to assist them in the use and pedagogical utilization of distance education tools. More than 30,000 teachers participated in these seminars. In this paper, we present the results of a survey conducted on a sample of 1080 Greek teachers, members of the eTwinning community, and we describe how they dealt with remotely teaching. The research refers to tools used, the distance communication content, and the difficulties encountered to implement the whole project.</p> Tzimopoulos Nikos, Provelengios Petros, Iosifidou Maria ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.01.003 Fri, 04 Jun 2021 00:00:00 +0800 Teaching mathematics with mobile devices and the Realistic Mathematical Education (RME) approach in kindergarten https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.01.002 <p>Nowadays, smart mobile devices such as tablets and accompanying applications (apps) are a part of young children's daily lives. In kindergarten education, properly designed digital educational activities can become a potent educational tool for efficient and effective learning. These tools allow children to take advantage of new learning platforms and effectively reach new knowledge through activities related to their immediate interests and real-life scenarios in learning domains, such as mathematics. At the Department of Preschool Education, University of Crete, systematic research was carried out in the last years to investigate whether there are compelling benefits to using tablet-type devices in preschool education to implement teaching reform proposals to implement the Realistic Mathematical Education in kindergarten classrooms. The findings propose mobile devices' integration, running developmentally appropriate apps, in kindergarten classrooms. These apps were based on the three levels of Realistic Mathematics Education (RME), targeting fundamental mathematical concepts for the kindergarten level.</p> Stamatios Papadakis, Michail Kalogiannakis, Nicholas Zaranis ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2021.01.002 Mon, 19 Apr 2021 00:00:00 +0800 Advances in Mobile Learning Educational Research (A.M.L.E.R.): Mobile learning as an educational reform https://www.syncsci.com/journal/AMLER/article/view/548 <p>The journal Advances in Educational Research and Evaluation is a peer-reviewed openaccess journal aimed to be a medium for discussing a wide range of international educational experiences and assessment techniques. The journal intends to publish high-quality articles, the scope of which includes but is not limited to topics mentioned in this editorial. With the support of an international team of educational scholars who kindly volunteered to serve on the editorial board, the journal is set to adhere to the highest publishing ethics standards.</p> Stamatios Papadakis ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/548 Tue, 30 Mar 2021 00:00:00 +0800