Designing Pre-test Questions as Phone Notifications: Studying the Effects of a Mobile Learning Intervention

Mobile devices are increasingly becoming more pervasive and emerging as part of our daily life, particularly with university students. From these devices developed in tandem with face-to-face class interaction it has opened new possibilities for ubiquitous learning. We present out work on designing a smart-phone Mobile Learning application that streamlines pre-test questions into a “set it then forget it” input system where students can answer quiz items as slide-down notifications within the day prior to a scheduled lecture. Teachers using the application are afforded a web application to create pre-tests in advance and review class scores. The study was conducted to first-year Computer Science and Information Technology students of a university in the Philippines. Data collection techniques used in the study used experience questionnaires, usability tests, interviews, and tests of student learning outcomes. SUS testing showed consistent satisfactory scores across three iterations. Results from the Learning Experience questionnaire maps to the general answers from the focused group discussion presenting indicative of a positive learning experience. Evaluation of the pre and post test scores signified that using the mobile application can be an effective substitute to class administered tests

THE USE OF MOBILE DEVICES IN LEARNING FOREIGN LANGUAGES:SURVEY OF A PRIVATE UNIVERSITY

The increase use of mobile devices has made learning more accessible and e-resources easily shared. Therefore, students are moving away from browser based Web environment into the mobile app-centric world. The study investigates the use of mobile devices in learning foreign languages in Afe Babalola University. Four research questions guided the study and the data collection instrument used was structured questionnaire, the study adopted survey research method. The finding shows that respondents use Android phones, iPhone and iPad in learning foreign languages. They have a good knowledge of Chinese, French and English languages through the use of mobile devices. Majority of the respondents acknowledge the high impact of mobile device in learning foreign languages. The respondents revealed that limited access to Wi-Fi in the institution and poor interface and memory capacity of mobile devices are their major challenges. The study recommends that academic institution should endeavour to provide adequate access to Wi-Fi connection, in order to enable easy access to Internet and students are also urge to buy mobile devices with high memory capacity so that it can enable them download heavy apps centered on learning

Discovering students mobile learning experiences in higher education in Nigeria

M-learning plays a progressively significant role in the advancement of teaching and learning in higher education. However, the effective implementation of m-learning in higher education will be based on users’ experiences and motivation to use this technology. Though m-learning has become global, developing countries such as Nigeria are yet to enjoy the full potential offered by m-learning. This study is focused on ascertaining students’ experiences with m-learning, determining the influence of m-learning on students’ motivations and interests, and identifying factors that are limiting m-learning adoption in Nigeria. We investigated these experiences by analysing questionnaires collected from undergraduate and postgraduate students of six universities in Nigeria. The results from our study show that the students own and use diverse mobile devices to engage in educational activities and other social networking purposes. Some of these learning activities are sending SMS messages, playing educational games, social learning, reading e-books/pdfs, and completing assignments and quizzes. Students expressed their satisfaction with m-learning especially for supporting them to learn anywhere, anytime. They further confirmed that m-learning motivates, interests, and inspires every aspect of learning. Furthermore, the students acknowledges that the interactivity, flexibility, convenience and engagement of m-learning were authentic learning experiences

Smartphones to Learn English: The Use of Android Applications by Non-English Major Students in West Aceh

Smartphones multi-functionality and practicality features are very promising in helping students to learn English language. Numerous applications related to English enables the students to be exposed to English and learn independently and conveniently outside the classroom. This study explored students own use of android applications to help them in learning English. Specifically, it investigated the types of apps the students use, examined their motives in using the apps, and figured out how the apps were perceived to help in acquiring English. The study was conducted as a qualitative study involving 15 non-English majors students recruited from three different campuses in West Aceh. The data were collected through personal interview and focus group discussion that were transcribed and analyzed by coding and concluding the information into a number of themes. It was found that the students had used a number of android apps, particularly dual language dictionary apps to support their informal English language learning. The apps were considered very helpful as the students could access vocabulary and be exposed to English frequently. Easy access and practical use of apps were perceived as the major advantages benefiting the students in gaining vocabulary and other English learning materials to develop their English language skills

Student E-Learning Intrinsic Motivation: A Qualitative Analysis

In the age of life-long learning and increased competition for time, motivation becomes a salient issue. Students need to be more intrinsically motivated in the absence of more formal structure. This is especially true in online learning environments where direct instructor influence is mitigated. Online learning environments typically embrace many choices in ways in which learning material is presented and interaction with students is supported in both individual and collaborative contexts. As such, it is imperative that we better understand the implications of various learning activities and associated technologies on aspects of intrinsic motivation in e-learning. In this paper we examine these effects through qualitative analysis of semi-structured interviews with students in an online MBA program. Results encourage use of a pedagogically driven portfolio of learning activities supported by well-selected and integrated audio, video, and data technologies. Extension to use of mobile devices in ubiquitous e-learning contexts is explored

Desenvolvimento de aplicações m-Learning nas plataformas J2ME e Flash Lite.

Este artigo apresenta uma alternativa de implementação de um objeto de aprendizagem que é utilizado em ambiente desktop, para que possa também ser visualizado e utilizadopor usuários de dispositivos móveis, colocando em prática o conceito de m-Learning. Para este trabalho, foi utilizada a plataforma de desenvolvimento para dispositivosmóveis J2ME, e a plataforma Flash Lite, bem como simuladores de telefones celulares presentes em amba

Pre-implementation requirements for the design of a monitoring system for staff-student interactions at a university.

Masters Degree. University of KwaZulu-Natal, Durban.University environments occasionally fail to provide adequate levels of security for student and staff interactions. Existing policies outlined by a university document the procedures to be followed in said interactions. However, there is a lack of enforcement of these policies and any artefact to aid this enforcement. This is apparent as incidents of misconduct are regularly published. This study aims to define the requirements for an artefact that monitors these interactions, and as a result, will provide different benefits to those involved. Subsequently, a design for the artefact will be generated based on the revealed requirements. In order to establish the major factors influencing this artefact's design, a qualitative approach with an exploratory design was chosen. The use of a modified Unified Theory of Acceptance and Use of Technology framework provided related measurables. Through a purposive sampling technique, a focus group was formed, and a discussion was held to allow for in-depth emergent and systematic analysis until saturation was reached. Results indicated that the artefact's functionality should be tailored toward providing safety during interactions through the use of accurate identification of all involved parties. The artefact should be portable, provide adequate levels of confidentiality, and be partly autonomous - to the extent that the integrity of the recording and its details cannot be disputed. Performance expectancy, identifiability and social influence were the primary constructs associated with the system's acceptance. A system designed to the uncovered requirements and activated during an interaction, will provide users with a higher level of perceived safety and usefulness, thus influencing their behavioural intentions and overall opinion of following through on engagements with other parties. Further investigation can be conducted through the expansion of the sample utilised. This expansion should account for the different socioeconomic backgrounds of the individuals enrolled at universities, as well as the impact of COVID-19 on the said individuals and their ability to resume studies in the changing environment

Developing Learning System in Pesantren The Role of ICT

According to Krashen's affective filter hypothesis, students who are highly motivated have a strong sense of self, enter a learning context with a low level of anxiety, and are much more likely to become successful language acquirers than those who do not. Affective factors, such as motivation, attitude, and anxiety, have a direct impact on foreign language acquisition. Horwitz et al. (1986) mentioned that many language learners feel anxious when learning foreign languages. Thus, this study recruits 100 college students to fill out the Foreign Language Classroom Anxiety Scale (FLCAS) to investigate language learning anxiety. Then, this study designs and develops an affective tutoring system (ATS) to conduct an empirical study. The study aims to improve students’ learning interest by recognizing their emotional states during their learning processes and provide adequate feedback. It is expected to enhance learners' motivation and interest via affective instructional design and then improve their learning performance