This study proposed to enhance mobile learning engagement with PACARD (Personalized Adaptive CARD-based interface) that combines several technologies including card-based interface, personalized adaptation, push notifications, and badges. To evaluate our proposal, we distributed a mobile learning application (app) called English Practice on the Google Play store, and 63,824 online users were recruited to join the experiment. Six metrics of app engagement (app retention, session length, session count, total time consumption, average duration per day, and uninstall rate) were logged and analyzed. Results are presented in three parts. First, PACARD increased the number of user sessions, duration of use, and retention of app. Second, investigating PACARD also provided detailed reports about users, including their habits and behaviors, thus providing greater understanding of PACARD use. Third, PACARD improved learning achievement. Because of the large number of participants, this study's findings are reliable and widely applicable. PACARD is easy to implement and tailor to most mobile devices and mobile learning apps on the market. Indeed, it benefits educators and mobile app developers as well as learners themselves.
In this study, we analyzed usages behaviors of 53,825 active users from 12 countries in a mobile app called ''English Practice.'' The data indicated that the app was used most often in the evening from 8 p.m. to 9 p.m., and especially midweek, with less use at weekends and on Mondays. Learners used the app for about 5 minutes each session and averaged 10 uses before uninstalling it. The data also provided evidence that there were differences in each country. From the findings, it is suggested that (a) learning tasks be simplified and content reduced for each session, (b) announcements not be made in the early morning or on the weekend as these are easily overlooked, and (c) as user behavior in each country is different, each group be better understood when delivering learning content and designing the app interface. Finally, we concluded that publishing apps in the app store can provide valuable data regarding app users' behaviors.
Learning and cognitive ability are necessarily connected. Learning occurs when people engage in a series of cognitive processes. In this study, we examined how English as a foreign language (EFL) learners’ cognitive abilities diffuse (i.e., change) effectively from a basic level (i.e., Remember, Understand) to a more advanced level (i.e., Apply) with the assistance of a peer-tutoring strategy that pairs high-achieving students with lower achieving students and asks them to use the mobile application, ezTranslate, in a familiar, authentic context. The results showed that the experimental students (i.e., the students who received peer tutoring) significantly outperformed the control students (i.e., the students who worked individually) on the posttest. Furthermore, throughout the learning activity, the majority of the experimental students’ cognitive abilities transitioned from a basic to a higher level. Given these results, we suggested that peer tutoring is particularly advantageous because it helps students engage in high-level cognitive learning. By including mobile technology support with peer tutoring, teachers can utilize their students’ differing abilities to promote collaborative learning, which results in not only successful learning but also encourages positive social interaction and results in high-level cognitive learning.
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