There is a dearth of research on how mobile learning might help Saudi female students in particular perform better in computer programming courses. This paper aims to measure educational experiences ofSaudi female students using an empirical study, based on aframework related to mobile learning in a computer programming subject.
The empirical study sample involved 21 students who used the ViLLE software tool in their quizzes in programming class. This study includes a survey with a mixed-method approach. The study results showed that students were satisfied with their mobile learning experience. The degree of satisfaction demonstrates how mobile learning can enhance learning in a computer programming subject.
The purpose of this study is to explore the attitudes of Saudi Arabian female students toward mobile learning approaches pertaining to their learning experiences. Our methodology involved two groups–one that was subjected to a traditional teaching approach and the other (treatment group) that was subjected to a teaching approach with an intervention involving the ViLLE visualization tool during a semester in a programming class. We employed the Mobile Learning for Computer Programming framework to evaluate the perception of the use of mobile devices pertaining to the learning experience of female programming students in Saudi Arabia. Overall, the treatment group had positive attitudes toward mobile-based learning. This approach can promote engagement in learning systems, enhance the learning experience, improve the quality of learning, and help explain learner behavior.
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