scholarly journals Influence Factors of Satisfaction with Mobile Learning APP: An Empirical Analysis of China

2018 ◽  
Vol 13 (03) ◽  
pp. 87 ◽  
Author(s):  
Liqiong Liu ◽  
Liyi Zhang ◽  
Pinghao Ye ◽  
Qihua Liu
Keyword(s):  
Mobile Devices ◽  
Empirical Analysis ◽  
Mobile Learning ◽  
User Satisfaction ◽  
Influence Factors ◽  
Structure Model ◽  
Learning Context ◽  
Immediate Feedback ◽  
Perceived Responsiveness ◽  
High Satisfaction

The main purpose of this study is to construct the user satisfaction structure model of mobile learning APP (software designed that run on mobile devices) from the perspective of the mobile learning participants, and to analyze the influence factors of satisfaction with mobile learning APP. The results of this study show that perceived responsiveness and perceived content are both the important factors that affect user satisfaction with mobile learning APP. Users have high satisfaction with the content conforming to the mobile learning context. Users expect to get immediate feedback in the process of learning, which can improve the learning methods and efficiency.

Using Mobile Devices To Support Online Collaborative Learning

2020 ◽  
Vol 36 (1) ◽  
pp. 38-42
Author(s):  
Olafimihan Cecilia Oyebola ◽  
Atanda Luqman Ayanlola
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Smart Phone ◽  
Personal Digital Assistant ◽  
Immediate Feedback ◽  
Use Of Time ◽  
Use Of Technology ◽  
Other Information ◽  
Mp3 Players ◽  
New Community

The paper discusses the effect of mobile learning on students, especially the tablets and smartphones. Theses gadgets have become a research interest of education to encourage and facilitate learning. Mobile devices assist in build closer connection between students and teachers. There are several options of mobile devices such as Ipod, personal digital assistant, smart phone, laptop or tablet PC, MP3 Players, pen drive and so on. Mobile learning involves the use of mobile technology either alone or combination with other information and communication technology (ICT). The benefits of mobile learning expand the reach and quality of education, facilitate personalized learning, power anytime, anywhere learning, provide immediate feedback and assessment, ensure productive use of time spent in classrooms, build new community of students, support selected learning, enhance seamless learning, bridge formal and informal learning, improve communication and administration, maximize cost efficiency and update policies related to mobile learning. It is concluded that the benefits overshadow the challenges. Using mobile devices allow students to extend learning beyond the classroom walls. Students are highly engaged and are able to demonstrate unique and creative way to respond to the use of technology that offers some distinctive affordance to users.

Teaching and Learning Requirements Engineering Based on Mobile Devices and Cloud

2016 ◽  
pp. 1190-1217 ◽  
Author(s):  
Fernando Moreira ◽  
Maria João Ferreira
Keyword(s):  
General Population ◽  
Mobile Devices ◽  
Requirements Engineering ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Context ◽  
New Paradigm ◽  
Bloom’S Taxonomy ◽  
Cloud Environments

Organizations have suffered a large (r)evolution at social, economic and technological levels. The increasing number of mobile devices on day-to-day of the general population and particularly among youth people, leads to the emergence of new paradigms in several areas of activity, particularly in education. As an example of a new paradigm in teaching and learning process, mobile learning supported by cloud environments and Bloom's taxonomy could be appointed. In this paper and in the context of a course of 1st cycle, following the guidelines of courses in Information Systems provided by ACM / AIS, it is proposed the use of Google tools, aligned with Bloom's taxonomy, the model Blended Mobile Learning-Context Oriented in a Requirements Engineering course.

Evaluation of Mobile Learning with The Eight-Dimensional E-Learning Framework

2016 ◽  
pp. 1068-1096
Author(s):  
Özlem Efiloğlu Kurt ◽  
Esra İşgör Şimşek
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Traditional Education ◽  
Learning Context ◽  
Learning Framework ◽  
Advantages And Disadvantages ◽  
Space And Time ◽  
Mobile Interface ◽  
Life Long Learning ◽  
E Learning

Mobile learning has been a very popular topic in recent years as a result of the accelerating use of mobile devices. This learning type that offers education for everyone without any space and time limitation opens the doors for life-long learning. Even though mobile learning, which is employed to support the traditional education and ensure distant education, seems to have many advantages, it also possesses some disadvantages. Therefore, evaluating mobile learning in various dimensions will contribute to the literature through revealing the antecedents of these advantages and disadvantages. In this chapter, Khan's (2005) eight-dimensional e-learning framework is explained with its dimensions and adapted into mobile learning context. Subsequently, Coursera case which is among the MOOCs that are commonly used nowadays as a mobile interface is evaluated with reference to the framework.

Evaluation of Mobile Learning with The Eight-Dimensional E-Learning Framework

2016 ◽  
pp. 80-108
Author(s):  
Özlem Efiloğlu Kurt ◽  
Esra İşgör Şimşek
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Traditional Education ◽  
Learning Context ◽  
Learning Framework ◽  
Advantages And Disadvantages ◽  
Space And Time ◽  
Mobile Interface ◽  
Life Long Learning ◽  
E Learning

Mobile learning has been a very popular topic in recent years as a result of the accelerating use of mobile devices. This learning type that offers education for everyone without any space and time limitation opens the doors for life-long learning. Even though mobile learning, which is employed to support the traditional education and ensure distant education, seems to have many advantages, it also possesses some disadvantages. Therefore, evaluating mobile learning in various dimensions will contribute to the literature through revealing the antecedents of these advantages and disadvantages. In this chapter, Khan's (2005) eight-dimensional e-learning framework is explained with its dimensions and adapted into mobile learning context. Subsequently, Coursera case which is among the MOOCs that are commonly used nowadays as a mobile interface is evaluated with reference to the framework.

scholarly journals Teaching and Learning Requirements Engineering Based on Mobile Devices and Cloud

2016 ◽  
pp. 237-262 ◽  
Author(s):  
Fernando Moreira ◽  
Maria João Ferreira
Keyword(s):  
General Population ◽  
Mobile Devices ◽  
Requirements Engineering ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Context ◽  
New Paradigm ◽  
Bloom’S Taxonomy ◽  
Cloud Environments

Organizations have suffered a large (r)evolution at social, economic and technological levels. The increasing number of mobile devices on day-to-day of the general population and particularly among youth people, leads to the emergence of new paradigms in several areas of activity, particularly in education. As an example of a new paradigm in teaching and learning process, mobile learning supported by cloud environments and Bloom's taxonomy could be appointed. In this paper and in the context of a course of 1st cycle, following the guidelines of courses in Information Systems provided by ACM / AIS, it is proposed the use of Google tools, aligned with Bloom's taxonomy, the model Blended Mobile Learning-Context Oriented in a Requirements Engineering course.

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Discussion Board ◽  
Academic Programs ◽  
Higher Learning ◽  
College Programs ◽  
Near Future ◽  
Selected Functions

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

scholarly journals Usability of an Affective Emotional Learning Tutoring System for Mobile Devices

2021 ◽  
Vol 13 (14) ◽  
pp. 7890
Author(s):  
Tao-Hua Wang ◽  
Hao-Chiang Koong Lin ◽  
Hong-Ren Chen ◽  
Yueh-Min Huang ◽  
Wei-Ting Yeh ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Mobile Devices ◽  
User Satisfaction ◽  
Quantitative Research ◽  
Negative Emotions ◽  
User Interaction ◽  
Feedback Mechanism ◽  
Quality Education ◽  
Tutoring System ◽  
System Usability Scale

To echo the United Nations formulated Sustainable Development Goals (SDGs), SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Furthermore, high-quality education is the base on which human lives can be improved and sustainable development can be accomplished. Therefore, the affective emotional tutoring system established in this study enables learning via mobile devices, which are indispensable in daily life. The real-time interactive agent in the system guides learners to turn negative emotions into positive ones. We explored the usability of and user satisfaction with the affective emotional tutoring system. Sixty-two students participated in the study which used a quantitative research design to explore a learning situation. The overall usability of the system was evaluated with the System Usability Scale (SUS), and the Questionnaire for User Interaction Satisfaction (QUIS) was used to evaluate user satisfaction with the different elements of the system. The results showed that both the usability of and satisfaction with the affective emotional tutoring system were high. The emotional feedback mechanism of the system can help learners turn negative emotions into positive ones.

scholarly journals Pengembangan Aplikasi Pembelajaran Mobile Learning Dengan Ispring Suite Pada Mata Kuliah Penilaian Hasil Belajar

2021 ◽  
Vol 12 (1) ◽  
pp. 75-85
Author(s):  
Debora Debora ◽  
Marko Ayaki Lumbantobing
Keyword(s):  
Engineering Education ◽  
Student Perceptions ◽  
Mobile Learning ◽  
Mechanical Engineering ◽  
Study Program ◽  
Learning Outcomes Assessment ◽  
High Satisfaction ◽  
E Learning ◽  
Perceptions And Expectations ◽  
Feasibility Test

The use of E-Learning applications is currently very much needed in overcoming gaps in face-to-face lectures along with technological developments and learning gaps during the pandemic. This study aims to develop an Android-based ISpring Suite 8.0 learning application for Mechanical Engineering Education Students as one of the E-Learning facilities in the Learning Outcomes Assessment course. In addition, this study aims to determine the feasibility of applications and student perceptions of the applications being developed. This study uses research and development methods. The results of the feasibility test data for the learning application from media experts can be obtained by a percentage of the feasibility of 91.4% in the very feasible category, for the results from material experts of 76.9% in the feasible category, for the results of the respondent's assessment of the product trial by 86% in the category. very feasible, and the results of the respondents' assessment on the usage test were 83.8% in the very feasible category. In addition, students' perceptions and expectations of the Mobile Learning application in the Mechanical Engineering Education Study Program amounted to 80%. Based on the criteria of Steer (1993), thus, the level of satisfaction is between (80% - 100%) which means high satisfaction, so the quality of the Mobile Learning application is perceived by users to achieve high satisfaction.

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