Designing for sustainable mobile learning – re-evaluating the concepts “formal” and “informal”

Viberg, Olga; Andersson, Annika; Wiklund, Matilda

doi:10.1080/10494820.2018.1548488

Cited by 55 publications

(37 citation statements)

References 49 publications

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“…Previous research [111,113,114,116,[118][119][120] has looked into the use of a mobile phone for learning and found that PU, PEU, attitude, social influence and facilitating conditions are the most important constructs and explanatory variables for M-learning system adoption. The current study finds that just six elements (PU, PEU, task-technology fit, PR, ATT using M-learning and BIM) are the most relevant elements in M-learning adoption.…”

Section: Discussion and Implementationmentioning

confidence: 99%

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Al-Rahmi

Alturki

et al. 2021

Sustainability

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Mobile learning (M-learning) has become an important instructional technology component in higher education. The goal of this research is to determine how Malaysian university students use M-learning in higher education. The technology acceptance model (TAM) concept was used to construct a theoretical model of M-learning acceptability. In theory, five independent criteria were discovered as contributing to the actual usage of M-learning for educational sustainability by influencing students’ attitudes towards M-learning and their intention to use it. A questionnaire survey based on the technology acceptance model (TAM) was used as the primary data collection technique, with 200 students from UTHM University of Malaysia participating. The data were analyzed using SPSS and Structural Equation Modeling (SEM-Amos). The results of the students’ attitudes towards using M-learning and their behavioral intentions to use M-learning show a beneficial impact on the actual use of M-learning as well as the long-term sustainability of M-learning in higher education. In addition, both male and female students were satisfied with perceived usefulness, perceived ease of use, perceived enjoyment, attitude towards use, task-technology fit, behavioral intention to use, perceived resources and actual use of mobile learning for educational sustainability. This study contributes to the validation of the extended TAM for M-learning by demonstrating that the predicted model predicts students’ attitudes towards using M-learning and their behavioral intentions in Malaysian higher education.

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Section: Discussion and Implementationmentioning

confidence: 99%

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Al-Rahmi

Alturki

et al. 2021

Sustainability

View full text Add to dashboard Cite

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“…The knowledge that unintentional learning has taken place (through socialisation) could be evident immediately after or several years after the learning experience. Unintentional learning is often 'unanticipated or unorganized' and usually unacknowledged by the learner (Viberg et al, 2018).…”

Section: Informal Learningmentioning

confidence: 99%

Exploring Informal Learning Opportunities via YouTube Kids among Children During COVID-19

Temban

Hua

Said

2021

Acad. J. Interdiscip. Stud.

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Education has been greatly affected by the COVID-19 pandemic. Children are becoming restless and stressed upon adjusting to emergent learning. An online platform that can regulate informal learning opportunities and entertainment for children during the worldwide crisis is needed. This need points towards the potential use of YouTube Kids (YTK); the app is age-appropriate and it offers popular videos with diverse contents. Studies have focused on the safety of YTK, but none has explored how young users could navigate their informal learning through the app. Fifty respondents aged 11 to 12 from a rural school in Sarawak, Malaysia participated in this study. Employing a mixed-methods research design, the study incorporated an online questionnaire and semi-structured group interviews as research instruments. Findings indicated distinctive features concerning the safety and multimodality of YTK. These features make YTK a great informal learning tool for children during present worldwide pandemic. Received: 25 January 2021 / Accepted: 24 March 2021 / Published: 10 May 2021

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“…Furthermore, the smartwatch enabled seamless language learning, that is, learning inside and outside the classroom and connecting formal learning and everyday real-life learning experiences. When the students learned in the real world, they could situate their learning in the environment's context, thus, making learning relevant and meaningful to them (Viberg et al, 2018). It is difficult to get timely feedback or share content amongst the students in the classroom because there are too many students in the class and the teacher cannot always help everyone.…”

Section: Smartwatchmentioning

confidence: 99%

Facilitating cognitive processes during EFL smartwatch‐supported learning activities in authentic contexts

Shadiev

Hwang

Liu³

2021

Brit J Educational Tech

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In this study, we designed a game-based English as a foreign language (EFL) learning activity for junior high school students for the application of newly learned knowledge to the real world. The learning activity was combined with physical exercises such as walking. Smartwatches were used to help students create learning content during the learning activity and monitor their physical activity. We aimed to explore how learning activity supported by smartwatches can facilitate cognitive processes such as Remembering (i.e., remembering new knowledge), Understanding (i.e., understanding new knowledge) and Applying (i.e., applying acquired knowledge in new situations). We also explored student learning experiences during the smartwatch-supported language learning process. Our results showed that the posttest student's cognitive processes level was significantly higher than that of the pretest. From the interviews, we found that the students' learning experience can be categorised into EFL learning, physical exercise, smartwatch usage, learning satisfaction and problems. The results revealed that the learning activity supported by smartwatches was useful for language learning and physical exercise, and the students were satisfied with their learning experiences.

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Designing for sustainable mobile learning – re-evaluating the concepts “formal” and “informal”

Cited by 55 publications

References 49 publications

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Exploring Informal Learning Opportunities via YouTube Kids among Children During COVID-19

Facilitating cognitive processes during EFL smartwatch‐supported learning activities in authentic contexts

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