Interactive and Adaptive Learning Content Authoring Framework for an M-Learning Toolkit

Jayasiriwardene, Shakyani; Meedeniya, Dulani

doi:10.1109/ot4me53559.2021.9638890

Cited by 4 publications

(1 citation statement)

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“…Another issue that students face is insufficient internet coverage. As a result, it is a challenge that both the student and the instructor are dealing with (Eom & Laouar, 2020;Jayasiriwardene & Meedeniya, 2021;Gupta, 2020;Mokhsin et al, 2022). Lack of motivation is one of the most common reasons why students fail to complete their work.…”

Section: Introductionmentioning

confidence: 99%

Exploring The Intention of Using Mobile Learning in Flipped Classroom Approach for Arts and Design Students

Tan,

Mitot,

Siew Fong

et al. 2024

MJSSH

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The flipped classroom is a pedagogical approach that encourages active learning experience activities in the classroom. The students will receive information and materials before class learning using mobile technology both inside and outside of the classroom to allow for more dynamic, interactive, and advanced learning activities that involve the application of knowledge with higher-order thinking. Studies have shown, students who use the Mobile learning or M-learning platform in a flipped learning method can provide an interactive, engaging, and cost-effective way for graduates to broaden their employability skills. Although research on mobile learning in the flipped classroom approach has been extensive, research on M-learning has been limited. The study's objective is to examine the effectiveness of mobile learning adoption in relation to students' perceptions and responses under the UTAUT2 (unified theory of acceptance and use of technology) model in the undergraduate arts and design students and to review the pilot study model in development for larger-scale future research. Through a quantitative research approach, the pilot study used questionnaires to gather data from 50 undergraduate arts and design in multimedia design programme students of first-year from a local higher education institution. The findings showed that every composite reliability value in this study exceeded the 0.70 threshold value, indicating strong indicator reliability of the factors. Moreover, flipped classrooms increase student involvement, learning motivation, achievements and both at the same time improving educators' knowledge of how to use the flipped learning model in ways that are most advantageous for their own students.

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Section: Introductionmentioning

confidence: 99%