Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010

Hwang, Gwo Jen; Tsai, Chin Chung

doi:10.1111/j.1467-8535.2011.01183.x

Cited by 507 publications

(362 citation statements)

References 23 publications

(19 reference statements)

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“…When the relevant literature is examined, the advantages of mobile learning can be listed as follows: It attracts learners' attention, is efficient and effective, saves time and money, increases cooperation among learners, can be implemented through a simple design composed of small and different pieces of information, can be dynamically updated, is personal and allows access to information via different sources (Chen, Kinshuk, Wei, & Yang, 2008;Nassoura, 2012;Özdamar Keskin, 2011;Pinkwert et IJEMST (International Journal of Education in Mathematics, Science and Technology) al.,2003;Woodill, 2011). Despite the opportunities mobile technologies offer, it has been argued that the use of mobile devices in the educational process is not at the desired level (Hwang & Tsai, 2011).…”

Section: Introductionmentioning

confidence: 99%

Reliability and Validity Study of the Mobile Learning Adoption Scale Developed Based on the Diffusion of Innovations Theory

Şahi̇n¹,

Aydın²

2014

IJEMST

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In this study, a mobile learning adoption scale (MLAS) was developed on the basis of Rogers ' (2003) Diffusion of Innovations Theory. The scale that was developed consists of four sections. These sections are as follows: Stages in the innovation-decision process, Types of m-learning decision, Innovativeness level and attributes of m-learning. There is one question at the level of classification regarding the investigated characteristics of the participants in the first three sections of the scale. The last section of the scale is composed of 18 items and 5 sub-dimensions in the 7-item Likert type. MLAS was developed in three stages. In the first stage, a detailed review of literature was performed and an item pool was formed. In the second stage, explanatory factor analysis was performed to determine the factor structure of the scale while confirmatory factor analysis was performed to test whether the factors formed confirmed the theory or not. In the final stage of the study, the reliability of the scale was determined through item, test-retest reliability and internal consistency (Cronbach Alpha) analyses. In conclusion, the scale developed within the scope of this study was shown to yield valid and reliable scores.

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Section: Introductionmentioning

confidence: 99%

Reliability and Validity Study of the Mobile Learning Adoption Scale Developed Based on the Diffusion of Innovations Theory

Şahi̇n¹,

Aydın²

2014

IJEMST

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“…It concludes that the participation time and learning tool can be a parameter for effective learning via mobile devices. The growth of mobile and pervasive learning research from 2001 to 2010 based on the articles issued in six major SSCI journals has been reviewed (Hwang and Tsai, 2011). It was found that the number of articles increased considerably over the last 10 years.…”

Section: Advancement Of Mobile Learning Studies and The Use Of Mobilementioning

confidence: 99%

Summer training programs: a practical and collaborative approach in technical education through mobile education kit

Reddy

Kaur

Chande

2017

IJMLO

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Mobile Architecture & Programming (MAP) is one of the emerging technologies therefore it is becoming increasingly popular. Prior research reveals that learning Mobile Architecture & Programming from several perspectives like web-based portals, personalised learning environment and workshops focused on simulation-based exercises but lacked in real-world environment. In India, many colleges and universities are either at the beginning of introducing MAP as a course or they don't provide practical aspects with theory. To evaluate the need and to explore different options, a series of summer training programs (STP) has been started for six-week duration each year in June-July, since 2010 at IGDTUW, Delhi. These STPs include set of classes, practical sessions, special demos from experts, analysis sessions as well as real-time project development. This paper focuses on various training outcomes like increase in students-trainer interaction, encouraging team work, provision of H/W & S/W; following methodology etc. thereby evaluating their effects on student's learning experience. The analysis is carried out through a case study presenting six STPs in six consecutive sessions from 2010 to 2015. The findings reveal that these STPs enhance the learning experience of students and introduce various courses such as Mobile Computing, MAP and System on Chip etc.

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“…Mobile technologies are progressively influencing cultural practices and enabling new contexts for learning (Hwang and Tsai, 2011;Hwang, Chu and Lai, 2017;Sung et al, 2015). The use of such technologies in education has however, been more gradual as educators contend with how understanding and application of these tools and devices in their classrooms could be more effectively used to support different types of learning (Crook, 2012;Jones et al, 2014;Sung et al, 2015).…”

Section: Literature Review: Mobile Assisted Language Learningmentioning

confidence: 99%

Investigating the use of mobile applications in everyday language learning

Chan

Ang

2017

IJMLO

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Abstract:The development of mobile phone applications has created a multiplicity of additional affordances and new ways of learning. In particular, mobile language learning applications such as online dictionaries and Google Translate combined with the technical affordances of smartphones and tablets are creating a new relationship between mobile learners and smart devices. In this exploratory study, a mixed method research design was used to understand how youth in Malaysia use their smart devices for learning languages and to uncover the extent of these learning experiences in their daily lives. 337 participants took part in a survey of their language learning experiences using mobile learning applications. Additionally, phenomenological interviews were conducted with 12 participants over a period of four months to uncover the lived experiences of their language learning. This paper presents the preliminary findings of the study which suggest learning is serendipitous, fragmentary and purposive; dependent on function and purpose. The findings may yield new understanding that may prove useful in its implications for formal and informal learning.

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Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010

Cited by 507 publications

References 23 publications

Reliability and Validity Study of the Mobile Learning Adoption Scale Developed Based on the Diffusion of Innovations Theory

Reliability and Validity Study of the Mobile Learning Adoption Scale Developed Based on the Diffusion of Innovations Theory

Summer training programs: a practical and collaborative approach in technical education through mobile education kit

Investigating the use of mobile applications in everyday language learning

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