Unlocking the power of synergy: the joint force of cloud technologies and augmented reality in education

Papadakis, Stamatios; Kiv, A.; Kravtsov, Hennadiy; Osadchyi, Viacheslav; Marienko, Maiia; Пінчук, Ольга Павлівна; Shyshkina, Mariya P.; Sokolyuk, Oleksandra M.; Мінтій, Ірина Сергіївна; Vakaliuk, Tetiana А.; Аzarova, Larysa; Kolgatina, Larisa S.; Amelina, Svitlana; Volkova, Nataliia P.; Velychko, Vladyslav; Striuk, Andrii M.; Семеріков, Сергій Олексійович

doi:10.31812/123456789/7399

Cited by 7 publications

(3 citation statements)

References 108 publications

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“…For instance, flipped classrooms can utilize mobile apps for pre-class video lectures and quizzes, while group discussions can be facilitated through collaborative features on learning platforms. Mobile tutorials can support problem-based learning by providing real-world examples and interactive exercises (Papadakis et al, 2023).…”

Section: Mobile Learning Platforms and Active Teaching: A Powerful Co...mentioning

confidence: 99%

Tutorials and mobile learning in higher education: Enhancing and accessibility

Ala,

Najah

2024

Adv. Mobile Learn. Educ. Res.

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This comprehensive paper delves into two vital facets of contemporary higher education. The first segment investigates the transformative force of mobile learning (m-learning), elucidating its far-reaching impact on the educational landscape. Offering unprecedented flexibility and accessibility, m-learning redefines the dynamics between students and educators. The exploration navigates through potential benefits, challenges, and broader implications, providing a nuanced understanding of the evolving landscape of higher education in the digital age. The second segment focuses on the impact of active teaching in a first-year class at the National Engineering School of Carthage (ENICarthage) in Tunisia. Active teaching, recognized for engaging students in the learning process, is scrutinized for its effectiveness in enhancing theoretical understanding and graded assignment performance. This research introduces a dynamic dimension by incorporating mobile learning and tutorials as integral components of active teaching strategies. With its technological leverage, mobile learning aims to enhance student engagement, while advanced tutorials feature simulation functionality for an immersive learning experience. Through statistical analysis, the paper contributes to a nuanced comprehension of the positive influence of active teaching on academic achievements, offering practical insights into the application of active teaching methods and their potential benefits for enhancing student learning outcomes. This synthesis thus presents a holistic view of the dynamic interplay between mobile learning and active teaching in shaping the contemporary higher education landscape.

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Section: Mobile Learning Platforms and Active Teaching: A Powerful Co...mentioning

confidence: 99%

Tutorials and mobile learning in higher education: Enhancing and accessibility

Ala,

Najah

2024

Adv. Mobile Learn. Educ. Res.

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“…According to (Drayton et al, 2002), computer technology improves learners' accountability by offering a genuine learning experience. Technology in the classroom has the potential to improve not only instruction but also student behaviour (Papadakis et al, 2023). Considering this, technology can help students overcome motivational learning challenges and enhance language acquisition.…”

Section: Problem Statementmentioning

confidence: 99%

The The effect of mobile application to promote learning English for primary school students

Mohamad Said,

Abdul Hanid,

Ali

et al. 2024

Adv. Mobile Learn. Educ. Res.

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This study aims to investigate the impact of mobile learning apps on primary school students' motivation and performance in English using Mayer's Cognitive Theory of Multimedia Learning. Monotonous traditional education lowers student motivation, lowering student performance in English. This will also impact their performance in English. Mobile learning applications built on Mayer's Cognitive Theory of Multimedia Learning may be one way to increase students' motivation, which will help them solve problems more effectively and boost their performance. A pre-experimental study design was used, in which one group was examined with a comparison within a single group observed through time in the control group. A primary school's 26-year-five students were the samples discovered through purposive sampling. A questionnaire examined the effectiveness of motivation. In the meantime, students' performance was evaluated using an achievement test. Validity and reliability tests have been conducted on each instrument. To examine the impact of motivation and performance, a Wilcoxon Signed Rank-test is used to compare the mean before and after the intervention. During the intervention, a semi-structured interview was undertaken to learn more about how students perceived Mayer's Cognitive Theory of Multimedia Learning-based mobile learning apps. The data from the interviews were analysed using thematic and coding analysis. As a result, the intervention can improve student performance in primary school English with significant mean changes, supported by the data from encouraging responses from the interview session.

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“…Technological advancements have transformed teaching by offering new opportunities and options, such as smart education, which could improve future teachers' professional growth [56]. One prominent technological tool in higher education is the Learning Management System (LMS), which provides a digital platform for course management, content delivery, tracking, and interaction between students and instructors [22].…”

Section: Introductionmentioning

confidence: 99%

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities

Chasubuta,

Ndibalema,

Loisulie

2024

Educ. Technol. Q.

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This paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a qualitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources.

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Unlocking the power of synergy: the joint force of cloud technologies and augmented reality in education

Cited by 7 publications

References 108 publications

Tutorials and mobile learning in higher education: Enhancing and accessibility

Tutorials and mobile learning in higher education: Enhancing and accessibility

The The effect of mobile application to promote learning English for primary school students

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities

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