This study assessed the effectiveness of AI and AI-related technologies in the daily educational activities of undergraduate students in a modern and diversified university environment. The participants were 13 undergraduate Indonesian students participating in a mobility program for two weeks in Malaysia. A survey questionnaire designed with the help of the existing literature and ChatGPT, which includes ten (10) structured items and seven (7) open-ended questions, was used to collect the data. The relevant SPSS tests were used to analyze the data. Based on the results, of all 13 participants, 12 (92.3%) of them already experienced AI in their daily educational activities, and there were strong positive correlations between the attitudes toward AI and AI experiences, and attitudes toward AI and the effects of AI on education attributes, with correlation scores of .663 and .833 respectively. Based on the participant's answers to the qualitative questions, most of them believed that AI and AI technologies, such as ChatGPT, are helpful in daily educational activities and help them gain information regardless of time and space limitations and do their university-related assignments quickly. Based on the results, AI and AI-related technologies could transform different aspects of modern education.
This comprehensive paper delves into two vital facets of contemporary higher education. The first segment investigates the transformative force of mobile learning (m-learning), elucidating its far-reaching impact on the educational landscape. Offering unprecedented flexibility and accessibility, m-learning redefines the dynamics between students and educators. The exploration navigates through potential benefits, challenges, and broader implications, providing a nuanced understanding of the evolving landscape of higher education in the digital age. The second segment focuses on the impact of active teaching in a first-year class at the National Engineering School of Carthage (ENICarthage) in Tunisia. Active teaching, recognized for engaging students in the learning process, is scrutinized for its effectiveness in enhancing theoretical understanding and graded assignment performance. This research introduces a dynamic dimension by incorporating mobile learning and tutorials as integral components of active teaching strategies. With its technological leverage, mobile learning aims to enhance student engagement, while advanced tutorials feature simulation functionality for an immersive learning experience. Through statistical analysis, the paper contributes to a nuanced comprehension of the positive influence of active teaching on academic achievements, offering practical insights into the application of active teaching methods and their potential benefits for enhancing student learning outcomes. This synthesis thus presents a holistic view of the dynamic interplay between mobile learning and active teaching in shaping the contemporary higher education landscape.
Nowadays, mobile phone usage is increasing, especially among children and adolescents. Mobile phones can offer a multitude of advantages, such as instant communication, entertainment, and information. Of course, the frequency regarding mobile phone usage and exposure poses risks, such as mobile phone addiction. Adolescents now have their own mobile phone and use it most of the time without limitations, with the risk of becoming addicted. The purpose of this research is to examine the increased mobile phone use among high school students, which may lead to addiction, as a social problem related to the lack of social interactions. The research method of the survey is quantitative. The sample of the quantitative method consists of 110 adolescents attending high school, each one equipped with a personal mobile phone. Several conclusions were drawn about mobile phone addiction and its association with social factor and the networks of adolescents. Data showed that parental educational level and average family income positively influenced the likelihood of adolescent mobile phone addiction. In contrast, no association was observed in terms of gender with adolescents' mobile phone addiction. It was observed that parental networks and peer networks had a negative effect on adolescents' mobile phone addiction. The research findings point middle family income and parents with a higher education degree are factors associated with adolescent mobile phone addiction. Additionally organizational networks, peer networks and parental networks are associated with adolescents' mobile phone addiction. Our research presents some limitations but paves the way for future research for the findings to become enhanced.
A learning management system (LMS) is a digital learning platform for developing, delivering, and managing courses, learning resources, activities, and assessments (to name but a few). Traditional classroom-based, online, blended, and distance learning are all possible learning methods that could be executed in LMSs. Learning management systems and associated tools have brought significant benefits to higher education institutions worldwide, including improved content deliverability, accessibility, and retrievability. This is also valid in the case of Kathmandu University School of Education (KUSOED), Nepal. In 2011, KUSOED launched LMS and continued online and blended learning practices. The LMS follows a social constructivist approach to education, allowing educational stakeholders (parents, students, leaders, facilitators) to engage in learning activities to scaffold the learning experiences. However, the perception of LMS as only a management system for storing data limits the implications of fostering learning through a technology-integrated education model. This article aims to discuss the success and failure aspects of LMS in the context of the KUSOED. The discussion will cover various perspectives on LMS as an emerging learning technology and draw conclusions based on our experiences at KUSOED. For the success aspects of LMS, we discovered four factors: sign-in, resources and learning management, content management, and integration. Nevertheless, for the failure aspects, we found content creation and sharing, communicative features, course structures, learning engagement, and assessment. Overall, this research has implications for educational institutions, instructors, developers, and system providers. These stakeholders can make more informed decisions about implementing and using these systems to their fullest potential in learning.