Design, development, and evaluation of a mobile learning application for computing education

Abstract

The study focused on the application of the design science research approach in the course of developing a mobile learning application, MobileEdu, for computing education in the Nigerian higher education context. MobileEdu facilitates the learning of computer science courses on mobile devices. The application supports ubiquitous, collaborative, and social aspects of learning among higher education students. Moreover, the application eases access to learning resources. The paper first describes analysis, design, and implementation activities related to the development of MobileEdu. Also, the paper deliberated on the characteristics and scope of the adherence of MobileEdu to the traits and ideas of design science research. To evaluate MobileEdu in a real-life learning setting, experiment was conducted with 142 third-year undergraduate students in a Nigerian university. Besides the learning achievement of the students using MobileEdu, the study examined the impact of MobileEdu on students' attitudes toward studying in a system analysis and design course. Experimental data were collected from pre-and post quizzes, interviews, and a questionnaire administered to students. The results of the evaluation are encouraging and showed that the MobileEdu application has a potential to improve students' learning achievements. In addition, the pedagogical experiences of students were mostly positive and students' attitudes toward the system analysis and design course through MobileEdu was better than those of students who studied the course via traditional methods. Finally, the study offered suggestions for how to implement effectively a mobile learning-supported course in computing curriculum.

Defining the nature of blended learning through its depiction in current research

“…The blended learning research was carried out across the globe in thirty-one different countries. For many countries, the samples were small; for example, Nigeria, Japan and Serbia all had n=1 article, Germany, Singapore and UAE n=2, Greece, South (Nguyen, 2017); reach (Oyelere, Suhonen, Wajiga, & Sutinen, 2018) and what was replaced (Owston, York, & Murtha, 2013).…”

“…e.g. Serbia (Mijatovic et al, 2013), UAE (Cavanaugh, Hargis, & Mayberry, 2016;Kemp, 2013), Vietnam (Nguyen, 2017) and Nigeria (Oyelere et al, 2018).…”

Investigating factors affecting on medical sciences students’ intention to adopt mobile learning

“…In this regard, empirical evidence in the field of medical education suggests that learners who use mobile apps for learning have better performance compared to learners who only use the traditional method [13]. Evidence also suggests that ML applications have a positive and significant impact on students' learning [14,15].…”

Τα tablets στην εκπαίδευση. Αποτελέσματα από πιλοτικό πρόγραμμα για τη διδασκαλία συστημάτων του ανθρώπινου οργανισμού σε μαθητές δημοτικού

“…Ειδικότερα, η κινητή μάθηση ορίζεται ως η χρήση φορητών συσκευών για την πρόσβαση σε μαθησιακό υλικό, τη συνεργασία, την επικοινωνία, και την απόκτηση μαθησιακών εμπειριών, ενώ ταυτόχρονα περιλαμβάνει κι όλες τις αλληλεπιδράσεις μεταξύ των μαθητών, των εκπαιδευτικών και των μαθησιακών περιβαλλόντων (Oyelere, Suhonen, Wajiga, & Sutinen, 2017). Άλλοι ορισμοί που αφορούν τη μάθηση με τη χρήση φορητών συσκευών συμπεριλαμβάνουν χαρακτηριστικά όπως: φορητότητα εργαλείων και ασύρματη σύνδεση στο Διαδίκτυο (Şad & Göktaş, 2014).…”