Advances in Mobile Learning Educational Research

Mobile-Supported Blended Learning for Fractions: Enhancing Conceptual and Procedural Knowledge in Primary School Students

Maria Arvanitaki, Nicholas Zaranis, Michalis Linardakis, Michail Kalogiannakis — Mon, 23 Jun 2025 15:22:35 +0800

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: n = 64; experimental group: n = 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 (p = 0.003 and p = 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.

Mobile Learning Media and Physics Education: Exploring Student Preferences, Competence, and Motivation in the Digital Era

Muhammad Aizri Fadillah, Atifah Hirahmah, Nisa Cantika Fitri — Wed, 18 Jun 2025 17:01:18 +0800

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.

Enhancing Maritime Cadets’ Learning Outcomes through Mobile-Supported E-Mapping in Basic Mathematics: A Classroom Action Research Study

Ningrum Astriawati, Waris Wibowo, Yudhi Setiyantara — Fri, 06 Jun 2025 14:26:25 +0800

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 Applied Mathematics 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.

From the Gender Lens: Student Perceptions of ChatGPT in Higher Education

Muhammad Aizri Fadillah, Muhammad Fazlan Akbar — Mon, 19 May 2025 14:14:25 +0800

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.

Development of an Adaptive and Inclusive Zoom Learning Model (AIZLM) to Enhance Student Engagement in Online Communities

GP Harianto, David Ming — Mon, 28 Apr 2025 15:46:45 +0800

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.

Smartwatch Selection Recommendation System Using the K-Nearest Neighbor (KNN) Algorithm with Dynamic Dataset Optimization

Gino Erman Agusta, Fatchul Arifin — Fri, 25 Apr 2025 12:45:40 +0800

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.

Fostering Critical Thinking in Filipino through Media and Information Literacy

Janice R. Carambas, Janet S. Tibaldo — Mon, 21 Apr 2025 16:37:25 +0800

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.

English Language Teaching in the Age of Artificial Intelligence: Tools, Techniques, and Methodologies

Tue, 18 Mar 2025 18:27:37 +0800

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.

Automated Video Title Generation for Mobile Learning Resources: A Deep Learning Approach with Educational Context Awareness

Zheng Gong — Thu, 13 Mar 2025 13:17:17 +0800

With the rapid growth of mobile learning platforms, short educational videos have emerged as a critical resource for learners. However, manually generating concise and pedagogically meaningful titles for these videos remains a time-consuming challenge. To address this issue, this study proposes a deep learning framework designed for automated video title generation in educational contexts. The framework integrates Convolutional Neural Networks (CNNs), Long Short-Term Memory (LSTM) networks, and natural language processing (NLP) techniques, with explicit awareness of pedagogical relevance. The proposed approach operates in three stages: 1) extracting key frames from input videos using an optimized shot detection algorithm, 2) analyzing these frames with CNN models to derive semantic representations of visual content, and 3) processing the representations through an LSTM network to generate descriptive text. The output is further refined using the TextRank algorithm to ensure conciseness and contextual coherence. Experimental results demonstrate that our framework effectively generates high-quality video titles that are both educationally informative and contextually engaging, outperforming baseline methods in alignment with curriculum standards and learner-centric search intent.

Mobile Phone Usage in Higher Education Among Pre-Service Teachers in Nigeria: A Qualitative Study

Jacob Kola Aina — Tue, 04 Mar 2025 16:43:34 +0800

Technology integration has transformed education globally, making learning more accessible and seamless. Mobile education plays a crucial role in this transformation, relying heavily on mobile technology devices. Among these devices, mobile phones are particularly prevalent among students in higher education institutions worldwide. However, concerns have emerged regarding how students utilize these devices, prompting discussions among educational stakeholders. This study employed a qualitative research design, selecting 40 pre-service teachers through random sampling and conducting interviews to explore their experiences with mobile phone usage in natural contexts. Guided by the Uses and Gratifications Theory, the research addressed five key research questions. The findings indicate that students use mobile phones extensively, engaging actively on six social media platforms, with Facebook and WhatsApp being the most frequently used. Mobile phones are also widely utilized for academic purposes, with the majority of students using them for reading. Notably, the study identified gender differences in mobile phone usage patterns. Challenges associated with mobile phone usage were also highlighted, including a lack of teacher support and limited access to browsing data. The study concludes by offering recommendations to enhance the effective use of mobile phones for learning, including the implementation of policies to regulate and guide their use in educational settings.