Advances in Mobile Learning Educational Research

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.

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.

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.

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.

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.

Many students struggle with writing skills. The most recent National Assessment of Educational Progress-Writing (2017) concluded that only 25% of eighth- and twelfth-grade students could proficiently write a text. The results for students from diverse backgrounds were even lower. This has impacts on students as they move into post-secondary education and are expected to write more specific genres of texts such as lab reports. This study focused on lower-division university STEM students completing an online survey about their writing skills and how webtools could be a source to help them improve the content and quality of their writing during a 15-week semester. The results of the survey (n = 40) and follow-up interviews of students (n = 10) indicated that they have persistent challenges with writing such as organizing ideas and editing. With access to the writing webtools at mid-semester, students' lab report grades demonstrated improved content and quality scores in weeks 8-15. The authors also discuss limitations and ideas for future research.

This study examines and identifies the profile of students' critical thinking skills in studying Rotational Dynamics and explores the potential of the Problem-Based Learning (PBL) model in enhancing these skills. The research utilized a pre-research approach with qualitative descriptive analysis, involving a sample of 90 students from class XI MIPA in Nganjuk city. Data were collected through critical thinking tests, surveys, and interviews. The findings revealed that the majority of students exhibited low critical thinking skills, particularly in the areas of basic clarification, basic support, and advanced clarification. Gender differences were also evident, with male students generally outperforming female students across all indicators. Teachers predominantly employed lecture methods and conventional teaching materials, which hindered students' ability to visualize the concepts being taught. These results highlight the need for innovative learning approaches to enhance students' critical thinking skills in physics education. This study proposes the integration of Android-based 3D digital modules into physics learning on Rotational Dynamics. It is anticipated that this innovation will significantly increase student engagement and stimulate critical thinking skills. This research contributes to the literature by demonstrating the potential of combining PBL models with digital technology to improve the quality of physics education.

This exploratory case study investigated students' preferences for mobile courseware tailored to student tasks, presenting a new classification for the app elements utilized in education. Preferences for mobile app interface elements were assessed through an action tracking system, while an embedded evaluation form highlighted reasons behind the preferences. The results showed that students predominantly preferred the apps due to their ease of use and attractive designs, though some criticized the form elements for being difficult and time-consuming. Evaluations of the interface elements differed based on their features and the content of the activities.

Virtual education in universities has been significantly influenced by technology due to the rapid evolution of various tools, which, when implemented in the educational sector, modernize the roles of learning and teaching in the digital era. This research aims to analyze the role of teacher engagement in fostering effective performance in virtual education. The study employed an interpretive paradigm with a qualitative approach and a phenomenological design, utilizing the hermeneutic method for analysis. Ten teachers and five teaching coordinators, who served as key informants, were interviewed. The findings highlight the critical importance of teacher engagement and commitment in achieving effective performance in virtual education. Such engagement enhances meaningful learning and critical thinking among students, improves the virtual educational process, elevates the quality of higher education, and supports the effective social integration of graduates. 

This research aims to determine the profile of students' critical thinking skills and the application of Problem-Based Learning using three-dimensional digital modules, particularly in physics education focusing on static fluid material. Preliminary research with a sample of 106 students employs research methods including critical thinking skills tests, student response surveys, and interviews with students and teachers. The findings were analyzed using qualitative descriptive data analysis. The results of this research are as follows: Questionnaire responses reveal that students' critical thinking skills are predominantly in the low category, with 100 students in the low category, six in the medium category, and none in the high category; Among critical thinking skills, strategy and tactics rank the lowest; Teachers have implemented Problem-Based Learning through active teaching strategies, such as presentations and open-ended questions, to improve students' critical thinking skills. However, three-dimensional digital book media have not yet been utilized in physics learning; and the application of a Problem-Based Learning model supported by three-dimensional digital modules is expected to improve students' critical thinking skills in physics education. This study highlights the need for innovative learning approaches to enhance students' critical thinking skills, especially in physics education. The integration of Problem-Based Learning with three-dimensional digital modules offers significant potential for addressing this need.

This study discusses the analysis of students' critical thinking skills profile and the implementation of PBL on heat material. This study aimed to determine the profile of students' critical thinking skills and the implementation of PBL on heat material at SMAN 1 Gondang. This study used pre-research with qualitative descriptive analysis with a sample of 91 SMA Negeri 1 Gondang students. Data collection techniques were written tests, student response questionnaires, and teacher interviews. The study found that students critical thinking skills were in a low category, and inference was the indicator of essential thinking skills with the lowest average. Teachers still used lecture methods and conventional teaching materials during learning, so it was necessary to apply a model, namely a problem-based learning model assisted by a 3D module, which was expected to improve critical thinking skills on heat material. Learning innovations need to be carried out to improve students' critical thinking skills, especially in physics learning, one of which is the application of Problem-Based Learning assisted by a 3D module.

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.

This study investigates the evolution and impact of Artificial Intelligence (AI) in Azerbaijan, focusing on its integration into various sectors through state-led digital initiatives. It examines Artificial Intelligence (AI) developments in Azerbaijan from 2019 to 2023, focusing on its integration across government, technology, and infrastructure through the AI Readiness Index. As Azerbaijan adopts AI to boost economic growth and enhance public services, significant progress is evident in digital initiatives and broader e-governance efforts. The study highlights the potential of AI to transform Azerbaijan's socioeconomic landscape and establish it as a regional hub for digital innovation, while also considering the ongoing challenges and future opportunities for enhancing its digital ecosystem.

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.