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) (ISSN: 2737-5676)</strong>&nbsp;is an open access, continuously published, 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> 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, 30 Jun 2023 00:00:00 +0800 OJS 3.1.1.0 http://blogs.law.harvard.edu/tech/rss 60 Using digital stories during COVID-19 to enhance early-grade learners' language skills https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.01.003 <p>Language is something that a child learns from their environment. English, a global language, has become a popular demand in many countries, including Nepal. With a strong belief that children learn when actively engaged in the learning process, this study aims to enable early-grade learners to develop their language skills by emphasizing English speaking and listening skills. The question guides this research- how can digital storytelling pedagogy help to enhance early-grade learners' English language skills? Using action research, this study includes fifteen upper kindergarten learners and three parents as participants in two weeks’ virtual classroom settings. Data were collected through observation, field notes, interviews, and questionnaires. Significant findings show that digital storytelling pedagogy is effective in developing the language skills of early learners as it creates an environment where they can watch, listen, interact and communicate more. With exposure to new vocabularies through storytelling and in the meaning-making of the same, they became more acquainted with English and Nepali languages. Gestures and non-verbal communication were added advantages of digital stories.</p> Pushpa Kumari Sunar, Niroj Dahal, Binod Prasad Pant ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.01.003 Wed, 30 Nov 2022 15:45:09 +0800 Influences of gadgets on students' learning achievement for elementary school https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.01.002 <p>This research aims to determine how much influence gadgets have on the learning outcomes of grade 4 elementary school students. This research is quantitative research with an ex post facto research design. In this study, the sampling technique used random cluster sampling with a population of 859 students and a sample of 141 students. The research instruments were questionnaires and tests. Instrument test using validity test and reliability test. The data analysis of the normality test, linearity test, and hypothesis test with the regression test, f-test, t-test and the coefficient of determination. The study’s results showed a significant effect of the use of gadgets on student learning outcomes by 23.5%, with a correlation value of 0.491. Τhis indicates that the relationship influence of the role of parents, students' learning motivation and the use of gadgets on student learning outcomes is powerful and significant.</p> Sholekah Sholekah, Suad Suad, Achmad Hilal Madjdi, Hendri Pratama ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.01.002 Mon, 07 Nov 2022 13:37:12 +0800 Programming environments for the development of CT in preschool education: A systematic literature review https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.01.001 <p>Computational Thinking (CT) and coding skills are internationally acknowledged as necessary for today's students and 21<sup>st</sup> century citizens. Nowadays, despite the multifaceted nature of CT, the introduction of CT and associated concepts is regarded as developmentally acceptable for preschool and kindergarten children. Furthermore, there is a considerable influx of software offering various interfaces and styles which facilitate the introduction of children aged four to six to essential CT, coding, and problem-solving skills. Although the creators of these environments claim that they bear educational value, there is no formal or scientifically documented evaluative system certifying this value. For instance, the fast-paced developers produce apps, and the breadth of the available apps has gone beyond what is reasonable for researchers and experts in the domain to evaluate. This article presents a literature review on the available software to encourage preschoolers’ introduction to CT, coding and general literacy skills.</p> Konstantina Louka ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2023.01.001 Mon, 24 Oct 2022 14:46:11 +0800 Evaluation of educational applications in natural sciences https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.021 <p>In this paper, a variety of mobile, tablet or desktop educational applications designed to teach physics concepts to 3- to 5-year-old preschoolers are presented and evaluated. The primary purpose was to investigate these applications' effect on kindergarten children and their interest in effectively learning physics concepts. The REVEAC application evaluation tool was used to evaluate the applications, which evaluates the educational content, design, functionality and technical characteristics of the application.</p> Melissourgaki Panagiota ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.021 Tue, 11 Oct 2022 14:20:17 +0800 A proposal to introduce STEM and educational robotics in kindergarten through an educational scenario for the global food system with resources from Europeana https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.020 <p>In recent years, increasing attention has been focused on developing Kindergarten children's acquisition of 21st-century digital skills and competencies. New educational technologies have been created to engage students in computational thinking activities. In addition, the use and teaching of robotics have been increasingly studied in recent years, as research data has shown recommendations and positive outcomes for students and teachers. As global demand for food and non-food products continues to grow, primarily driven by population and income growth, the challenge of addressing resource depletion and climate change is also expected to increase. This intervention aims to present the global food system and food waste phenomenon to toddlers through an educational scenario for kindergarten using educational robotics and STEM methodology.</p> Konstantina Tallou ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.020 Thu, 06 Oct 2022 15:30:46 +0800 Design of a web-based system for the registration of grades in a school https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.019 <p>Currently, some public institutions do not have the necessary technology to record grades, attendance and conduct, and this is affecting schools and parents when it comes to getting their children's grades because mistakes tend to occur when entering grades or attendance manually, and not having a virtual system where the filling of grades is done, where they can offer security, time savings, and easy accessibility for parents. Thus, we designed a prototype as a web system design that meets the requirements required by the institution. It was developed with the Scrum methodology as an agile development framework for software creation. As a result, designs according to a web system complying with the procedures and requirements established by the Scrum team give a basic proposal and a productive approach for the development of the web system within the processes of grades registration, attendance and student behaviour. Therefore, an institution can implement this proposed web system design in the future.</p> Filiberto Sanchez-Condori, Laberiano Andrade-Arenas ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.019 Thu, 29 Sep 2022 14:23:59 +0800 Learning the chemical elements through an augmented reality application for elementary school children https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.018 <p>Traditional learning in the chemistry course has often been seen as a boring course among students due to the use of static, non-dynamic, and interactive learning materials. The implementation of digital media in education has provided multiple advantages, the implementation of technologies such as augmented reality promotes effective learning because it makes it possible for students to interact with virtual elements in our real environment. The present research was delimited in the development of an application with augmented reality for the learning of chemical elements in 5<sup>th</sup> grade of elementary school students, to provide a support tool for both teachers and students, to help achieve a better understanding of the chemical elements. For the development of the augmented reality application called "Atomik-3D", the Mobile-D methodology was used, which is focused on the development of mobile applications; once the application was developed, functional tests were carried out to analyze surface recognition characteristics and ease of use, to analyze the performance a total of 20 tests were carried out giving us positive results. Through the analysis of the results, it was possible to identify that, for the recognition of flat surfaces, the mobile application has a good performance on illuminated surfaces with more than 30 lux. Likewise, the Marker technology used in this project has a very efficient recognition time of a flat area, being mostly no more than 1.5 seconds. Finally, 85% of the participants surveyed agreed that the application developed was easy and very easy to use.</p> Eder Campos-Pajuelo, Leonardo Vargas-Hernandez, Fernando Sierra-Liñan, Joselyn Zapata-Paulini, Michael Cabanillas-Carbonell ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.018 Tue, 27 Sep 2022 14:55:51 +0800 The effectiveness of android-based budiran game assisted by smart apps creator 3 to improve science learning outcomes of fourth graders in theme 1 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.017 <p>Educational games are learning educational tools, where these tools can encourage students to think creatively and perform actions with fellow students by playing games in a learning activity. This research aims to analyze the effectiveness of an android-based budiran game assisted by SAC3 to improve science learning outcomes of fourth-graders in theme 1. Budiran stands for bunyi dan indra pendengaran. This game is educative in the form of an android-based game made by SAC3. It was developed with Borg &amp; Gall's R&amp;D model, adapted from Sugiyono with seven stages. The game's effectiveness in the fourth graders' science learning outcome was done with pretest and posttest control group design. The researchers took the experimental group of fourth-graders from Public Primary School Bendanpete 2 and Public Primary School Ngetuk 3. Then, the researcher took fourth-graders from Public Primary School 1 and 3 Bendanpete as the control group. The researcher obtained the data from the test. The data analysis included an n-gain test and t-test with a significant level of 0.05. The results showed improvement in the posttest score of the experimental group, higher than the control group's posttest score. The N-gain posttest of the experimental group is 64%, categorized as moderate. The t-test score on the posttest obtained t-count = 8.803, with significant level 0.000 &lt; ɑ with ɑ = 0.05. Thus, the developed game effectively improved the science learning outcomes of fourth-graders on theme 1.</p> Dwi Margo Sutrisni, Sri Utaminingsih, Murtono Murtono, Idris Oluwatoyin Mariam, Hendri Pratama ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.017 Thu, 15 Sep 2022 09:47:19 +0800 Exploration of the Workshop activity for peer assessment in online courses of mathematics https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.016 <p>This paper explores the use of the Workshop activity in teaching mathematics courses. Using a workshop as a learning and evaluation tool for the MPhil in Mathematics Education's Graph and Network course, the study's goal was to find the best way to get students involved in learning and peer assessment. The Workshop activity in Moodle is, to some extent, robust peer assessment activity for mathematics (but not limited to). Based on specified rubrics, students add their assignments/submissions. These assignments/submissions are later allocated randomly amongst their peers, at least three, to assess with anonymity based on the aspects provided by the course facilitators. Likewise, this tool helps to foster students' assessment skills against peers' submissions. Subscribing teaching experiment as a research methodology under qualitative research, this paper explores practical pedagogical uses of the Workshop activity in three episodes of the mathematics education courses. These three episodes were based on planning, intervening, peer assessment, and evaluation. The learning shows that the Workshop activity is helpful in learning and peer assessment. This paper looks at how key affordances can be used to conduct peer and self-assessment, improve learning engagement, and develop skills like self and peer evaluation. The findings of this study show that the Workshop activity engaged the students to become active constructors of knowledge. It acts as an essential assessment tool to transform students into active learners. In the end, the paper provides several possibilities for the students to learn and correct their learning while assessing peers' submissions.</p> Niroj Dahal, Bal Chandra Luitel, Binod Prasad Pant ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.016 Mon, 12 Sep 2022 16:11:03 +0800 Augmented reality mobile application to improve the astronomy teaching-learning process https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.015 <p>It is during the primary education stage that children begin to awaken their interest in science and, in turn, have new mathematical, geographical, and scientific knowledge, which are the basis for understanding astronomical aspects. This research focuses on developing an Augmented Reality Mobile Application based on the Mobile-D methodology for the teaching-learning process of astronomy in 4<sup>th</sup> and 6<sup>th</sup> grade students. The random selection design of an experimental group applied to a sample of 60 students was used, subdivided into groups of 30 students each. Finally, it can be concluded that the use of an Augmented Reality mobile application for the teaching-learning process significantly influences elementary school students in the subject of astronomy.</p> Saul Beltozar-Clemente, Fernando Sierra-Liñan, Joselyn Zapata-Paulini, Michael Cabanillas-Carbonell ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc/4.0 https://www.syncsci.com/journal/AMLER/article/view/AMLER.2022.02.015 Tue, 06 Sep 2022 09:18:44 +0800