The Measurement and Dimensionality of Mobile Learning Systems Success

2016 ◽  
Vol 55 (4) ◽  
pp. 449-470 ◽  
Author(s):  
Hsin-Hui Lin ◽  
Yi-Shun Wang ◽  
Ci-Rong Li ◽  
Ying-Wei Shih ◽  
Shin-Jeng Lin
Keyword(s):  
Psychometric Properties ◽  
Mobile Learning ◽  
Learning Systems ◽  
Learning Theories ◽  
Validation Sample ◽  
Practical Applications ◽  
Calibration Sample ◽  
Validated Instrument

The main purpose of this study is to develop and validate a multidimensional instrument for measuring mobile learning systems success (MLSS) based on the previous research. This study defines the construct of MLSS, develops a generic MLSS instrument with desirable psychometric properties, and explores the instrument’s theoretical and practical applications. By analyzing data from a calibration sample ( n = 241) and a validation sample ( n = 209), this study proposes a 6-factor, 25-item MLSS instrument. This empirically validated instrument will be useful to researchers in developing and testing mobile learning theories, as well as to educators in understanding MLSS from students’ perspective and promoting the use of mobile learning systems.

The measurement and dimensionality of e-learning blog satisfaction

2014 ◽  
Vol 24 (5) ◽  
pp. 546-565 ◽  
Author(s):  
Yi-Shun Wang ◽  
Ci-Rong Li ◽  
Hsin-Hui Lin ◽  
Ying-Wei Shih
Keyword(s):  
Design Methodology ◽  
Learning Systems ◽  
Learning Theories ◽  
Validation Sample ◽  
Content Type ◽  
Practical Applications ◽  
Calibration Sample ◽  
E Learning ◽  
Validated Instrument ◽  
Practical Implications

Purpose – The purpose of this paper is to develop and validate a multi-dimensional instrument to measure e-learning blog satisfaction (ELBS). Design/methodology/approach – This study introduces and defines the construct of ELBS, provides an empirical validation of the construct and its underlying dimensionality, develops a generic ELBS instrument with desirable psychometric properties, and investigates the instrument's theoretical and practical applications. Findings – After analyzing data from a calibration sample (n=238) and a validation sample (n=226), this study proposes a five-factor, 20-item ELBS instrument. Practical implications – This empirically validated instrument will be useful to researchers in terms of developing and testing blog-based learning theories, as well as to educators in terms of understanding students’ ELBS and promoting the use of blog-based learning systems. Originality/value – This study is a pioneering effort to develop and validate a multi-dimensional instrument to measure ELBS.

Measuring mobile learning readiness: scale development and validation

2016 ◽  
Vol 26 (1) ◽  
pp. 265-287 ◽  
Author(s):  
Hsin-Hui Lin ◽  
Shinjeng Lin ◽  
Ching-Hsuan Yeh ◽  
Yi-Shun Wang
Keyword(s):  
Mobile Learning ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Computer Anxiety ◽  
Learning Systems ◽  
Three Dimensions ◽  
Learning Theories ◽  
Learning Readiness ◽  
Content Type ◽  
Practical Applications

Purpose – Based on the literature on technology readiness, online learning readiness, and mobile computer anxiety, the purpose of this paper is to develop and validate a mobile learning readiness (MLR) scale which can be used to assess individuals’ readiness to embrace m-learning systems. Design/methodology/approach – Based on previous literature, this study conceptualizes the construct of MLR and generates an initial 55-item MLR scale. A total of 319 responses are collected from a three-month internet-based survey. Based on the sample data, this study provides an empirical validation of the MLR construct and its underlying dimensionality, and develops a generic MLR scale with desirable psychometric properties, including reliability, content validity, criterion-related validity, convergent validity, discriminant validity, and nomological validity. Findings – This study develops and validates a 19-item MLR scale with three dimensions (i.e. m-learning self-efficacy, optimism, and self-directed learning). A tentative norm of the MLR scale is presented, and the scale’s theoretical and practical applications are also discussed. Originality/value – This study is a pioneering effort to develop and validate a MLR scale. The results of this study are helpful to researchers in building m-learning theories and to educators in assessing and promoting individuals’ acceptance of m-learning systems.

Systematising the Field of Mobile Assisted Language Learning

2013 ◽  
Vol 5 (4) ◽  
pp. 72-90 ◽  
Author(s):  
Olga Viberg ◽  
Åke Grönlund
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Mobile Learning ◽  
Experimental Studies ◽  
Learning Systems ◽  
Linguistic Knowledge ◽  
Learning Theories ◽  
Small Scale ◽  
Specific Reference ◽  
Theoretical Approaches

This study provides a systematic review of mobile assisted language (MALL) research within the specific area of second language acquisition (SLA) during the period of 2005-2012 in terms of research approaches, theories and methods, technology, and the linguistic knowledge and skills’ results. The findings show a shift from the prevailing SMS-based language learning in 2005-2008 towards the use of more advanced multimedia and intelligent learning systems in the last years. Many highly cited studies focus on design of mobile language learning systems and experimental evaluation of their effectiveness. Studies often draw on mature pedagogic models and methods. However, descriptive and small-scale experimental studies dominate. In terms of theoretical approaches and frameworks, there is a lack of specific reference to mobile learning conceptual and theoretical models, which makes it difficult to distinguish any specific mobile learning theories from other learning theories. Research has so far paid most attention to learners’ vocabulary acquisition.

Context-aware ubiquitous and mobile learning systems: research gaps and challenges

2021 ◽  
Vol 13 (3) ◽  
pp. 309
Author(s):  
Jovani Alberto Jiménez Builes ◽  
Jorge Muñoz ◽  
David Santiago Garcia Chicangana ◽  
Oscar Santiago López Erazo ◽  
Carolina González
Keyword(s):  
Mobile Learning ◽  
Learning Systems ◽  
Context Aware ◽  
Research Gaps ◽  
Systems Research

scholarly journals An Investigation of the Factor Structure of the 16PF, Version 5

2014 ◽  
Vol 35 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Paul Irwing ◽  
Tom Booth ◽  
Mark Batey
Keyword(s):  
Factor Structure ◽  
Self Control ◽  
Model Fit ◽  
Validation Sample ◽  
Level Data ◽  
Calibration Sample ◽  
Confirmatory Factor ◽  
Item Level ◽  
The Us ◽  
Order Factor

In order to examine its higher-order factor structure, we applied confirmatory factor and invariance analysis to item level data from the US standardization sample of the 16PF5, divided into a calibration sample (N = 5,130) and a validation sample (N = 5,131). Using standard assessments of model fit, all primary factors displayed good to excellent model fit, thus suggesting the scales to be broadly unidimensional. Results indicated a drop in model fit in both the structural and configurally invariant second order models, suggesting some level of misspecification in the global scales of Extraversion, Anxiety, Tough-Mindedness, Independence, and Self-Control. However, the degree of misspecification was slight. Overall, the analyses generally supported the proposed structure of the 16PF5.

Technology-Based Literacy Approach for English Language Learners

2013 ◽  
pp. 723-740
Author(s):  
Erin L. White
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Learning Theories ◽  
Literacy Curriculum ◽  
English Language Acquisition ◽  
Practical Applications ◽  
K 12 ◽  
Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

Technology-Based Literacy Approach for English Language Learners

2013 ◽  
pp. 263-279
Author(s):  
Erin L. White
Keyword(s):  
English Language Learners ◽  
Language Acquisition ◽  
Language Learners ◽  
English Language ◽  
Learning Theories ◽  
Literacy Curriculum ◽  
English Language Acquisition ◽  
Practical Applications ◽  
K 12 ◽  
Everyday Classroom

There is a growing need to implement an alternative and viable solution in U.S. K-12 schools that will address the ever-growing gap that the rapidly growing English Language Learner (ELL) population presents. This chapter examines various technology-based tools and their potential impact. These technology-based solutions could help to alleviate an already taxed educational system, as well as significantly aid in improving and increasing English language acquisition among the nation’s K-12 ELL population. A review of recent research provides evidence and a strong foundation that supports the integration of these solutions. An ELL Design Quadrant ensures that one follows best practices when integrating technology, and a practical applications section presents examples of contemporary technology with accompanying instructional strategies that educators can utilize in the everyday classroom. Throughout the chapter, references to language acquisition and learning theories provide the evidence and background knowledge necessary to integrate technology into the ELL literacy curriculum, based on sound judgment.

Mobile Learning

2011 ◽  
pp. 103-128
Author(s):  
Marija Zelic
Keyword(s):  
Mobile Learning ◽  
Relevant Literature ◽  
Learning Systems ◽  
Personal Digital Assistants ◽  
Desktop Computers ◽  
Efficiency And Effectiveness ◽  
E Learning ◽  
New Ideas ◽  
Access To Knowledge

Mobile learning, as the “portable and personal” fashion of e-learning, is intended to enhance the efficiency and effectiveness of learning in the context of handheld terminals. Most present-day learning systems run on desktop computers and are not designed for use on mobile devices such as mobile phones, smart phones, Personal Digital Assistants, etc. Mobile learning systems aim to improve the quality of learning by providing mobile learners with an easy, contextualized and ubiquitous access to knowledge. This chapter gives an overview of the current state of knowledge and research in the m-learning domain, describes issues and problems pertinent to mobile learning and offers our approach to solving these problems in the form of a mobile intelligent tutoring model we are currently developing. Given the present absence of relevant literature and referent material we think that this chapter provides developers with some new ideas.

Mobile Learning in Higher Education

2011 ◽  
pp. 292-306 ◽  
Author(s):  
Rui Zeng ◽  
Eunice Luyegu
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Learning Theories ◽  
Future Research ◽  
Research Directions ◽  
Keen Interest ◽  
Future Research Directions

In recent years, there has been an explosion in the growth of mobile learning across all sectors of education. Keen interest in mobile learning has led to a proliferation of views, perspectives, and diverse activities underpinned by different learning theories. This chapter focuses on various dimensions of mobile learning, including definitions, theoretical dimensions, mobile learning applications in higher education, and future research directions. Mobile learning is still an emerging and immature field. The chapter provides broad definitions and discussions of mobile learning drawing upon existing work. By exploring the experiences and views of various researchers, the chapter reveals the opportunities and challenges involved with mobile learning.

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