Sustainable Teaching and Learning through a Mobile Application: A Case Study

Criollo-C, Santiago; Altamirano-Suarez, Erick; Jaramillo-Villacís, Lucía; Vidal-Pacheco, Kevin; Guerrero-Arias, Andrea; Luján-Mora, Sergio

doi:10.3390/su14116663

Cited by 17 publications

(11 citation statements)

References 37 publications

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“…This phenomenon is impossible to experience in the real world, and it is also leading AR education technology to emerge in the future. Also, mobile applications are becoming more popular in recent years, especially in the field of education [15], [16]. The proliferation of smartphones and tablets has made it possible to develop a variety of educational apps, from language learning programs to educational games [17].…”

Section: Enhancement Of Armentioning

confidence: 99%

Game-based augmented reality learning of Sarawak history in enhancing cultural heritage preservation

Yi Cheng,

Su,

Ahmad

et al. 2024

IJEECS

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The augmented reality (AR) technology had been proliferating for years. However, the implementation of AR technology still has room to be explored, especially in the form of cultural heritage preservation. The aim of this study is to enhance AR technology in game-based cultural heritage and history preservation in Sarawak, as well as supplement the gamified experiences in learning James Brooke’s history. Three research objectives are proposed: to design an AR game prototype for the history of James Brooke; to develop an AR game prototype with a collaborative learning element; and to evaluate an AR game prototype for enhancing cultural heritage preservation. This study proposes a game-based prototype that contains AR markers to assign each with different game features. Furthermore, collaborative learning theory is enhanced through AR experiences with multiplayer support. The game-based prototype is evaluated by a group of participants through prototype measuring and testing. The participants feel mediocre about the challenge and knowledge factors of the prototype. Overall, this study highlights the enhancement of cultural heritage preservation through AR game-based experiences intensively learned from James Brooke’s history in Sarawak. These implementations have an apparent promising contribution to make in protecting the available cultural heritage in Sarawak and extensively to the country’s cultural heritage preservation.

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Section: Enhancement Of Armentioning

confidence: 99%

Game-based augmented reality learning of Sarawak history in enhancing cultural heritage preservation

Yi Cheng,

Su,

Ahmad

et al. 2024

IJEECS

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“…Blended (or hybrid) education became an important mode of teaching and learning during and after the COVID-19 pandemic, and this mode/approach has rapidly spread in tertiary education [1][2][3]. Within the blended and online learning contexts, digital technology has a main role (e.g., online mode or use of digital tools in the classroom), while selfregulated learning [3][4][5] and mobile learning [6][7][8][9][10] are topics that have received increased attention post-pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…A recent review [3] confirms the effectiveness of SRL on learners' academic achievement in blended learning environments. With regard to mobile learning (ML), mobile technology-mediated learning was applied by many tertiary education institutions during the pandemic, and it supported online and blended learning [6,7,9,10]. Different attributes of mobile-mediated learning such as flexibility and personalization are associated with its pedagogical potential for effective academic outcomes [16].…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study

Νικολοπούλου

2023

Sustainability

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Despite the rapid rise in the number of blended education studies after the COVID-19 pandemic, the topics of self-regulated and mobile-mediated learning in blended tertiary education environments is an open research issue. The purpose of this pilot study is to identify tertiary education students’ perceived enablers/facilitators and barriers to self-regulated and mobile-mediated learning in blended education environments. Nineteen undergraduate and postgraduate students were interviewed in Greece, and data were analyzed through descriptive analysis. According to the findings, most participants believed that blended learning helps their autonomy and self-regulated learning when they are facilitated by ownership of, ease of use, and familiarity with mobile devices. Major enablers/facilitators, but also barriers to, self-regulated and mobile-mediated learning in blended contexts are the course structure (mainly, the online component of blended education, appropriateness of learning activities, and educational material), and individual (educators’ knowledge, skills, confidence, and attitudes, and students’ knowledge, skills, and concerns) and technological (infrastructure and internet connectivity) factors. Students’ expectations concerning blended education courses are associated with the course organization (e.g., provision of alternative learning possibilities, balance between face-to-face and digital/online learning activities, and access to various teaching material/tools) and the role of students and teachers. Implications for students, educators and university policy and practice are discussed.

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“…Mobile learning enables instruction utilising an approach using portable electronics like smartphones and tablets. Due to its accessibility, adaptability, ubiquity, accessibility, affordability, and portability, this enables learners to study in a timely manner and is very advantageous for both teachers and students [9].…”

Section: Introductionmentioning

confidence: 99%

Transformation in Education through E-Learning - A Case Analysis on Byju’s – The Learning App using the ABCD Framework

Panchajanyeswari

Veeramanju

2022

IJCSBE

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Purpose: Technology has changed the system of education in the recent years. It has transformed the traditional learning methods with self-paced learning through the use of internet. Life today just doesn’t end with an ‘e’, but begins with an ‘e’. E-learning is the brain child of digital revolution. The digital revolution and the use of smart phones and tablets have triggered a sea of change the way in which we use, access and deliver learning content. Byju’s – The learning app is one such e-learning platform that has more than three million annual subscriptions. It provides a parallel education platform for learners of all age groups attending to all their needs. This paper demonstrates how Byju’s facilitates and improves the teaching-learning process in the student community across all age groups. Design/Methodology/Approach: The technological advancements have given birth to many e-learning platforms for all ages. Byju’s is a technology-based education system that has expanded its operations in diverse dimensions. This paper studies the growth of Byju’s both in the domestic front and internationally. This paper uses the ABCD model to analyze the strengths and weaknesses during the course of its existence. The paper is based on secondary data that is collected through articles, journals, newspaper articles, and websites of Byju’s. Findings/Result: This paper performs ABCD analysis on Byju’s – the learning app. It also highlights on the feedback analysis of the stakeholders of the company. Originality/Value: This paper studies the company’s overall performance in terms of delivering e-learning content to all its stakeholders. Paper Type: Research Case study based on Company Analysis

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Sustainable Teaching and Learning through a Mobile Application: A Case Study

Cited by 17 publications

References 37 publications

Game-based augmented reality learning of Sarawak history in enhancing cultural heritage preservation

Game-based augmented reality learning of Sarawak history in enhancing cultural heritage preservation

Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study

Transformation in Education through E-Learning - A Case Analysis on Byju’s – The Learning App using the ABCD Framework

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