scholarly journals The Usability of BenKids Mobile Learning App in Vocabulary Teaching for Preschool

2021 ◽  
Vol 15 (24) ◽  
pp. 4-18
Author(s):  
Saria Eltalhi ◽  
Huda Kutrani ◽  
Reem Imsallim ◽  
Mikael Elrefady
Keyword(s):  
Mobile Learning ◽  
School Children ◽  
Mobile Applications ◽  
Cognitive Skills ◽  
Mobile App ◽  
Acceptable Level ◽  
Children’S Learning ◽  
Usability Tests ◽  
Simple Interface ◽  
The Impact

At present, learning mobile applications (apps) have become highly popular and are widely used. However, they will only be accepted by users if their usability is of an acceptable level. Usability tests assist to measure the impact of a mobile learning app; researchers focus on the compatibility of the app interface with the cognitive skills of children and easy usage. The “BenKids” app has been designed especially for pre-school children (aged three to five). It was created for android devices to teach vocabulary to pre-school children by providing the user with an easy and simple interface. This study aimed to demonstrate a relationship between learning and the usability of the “BenKids” mobile app and explore its impact on children’s learning. The usability of the “BenKids” app was measured with 10 pre-school children. The results showed the effective usability of the app and strongly impacts learning.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Mobile Apps in Open Educational Resources

2020 ◽  
pp. 489-507
Author(s):  
Ying Xiu ◽  
Jose L. Fulgencio ◽  
Tutaleni I. Asino ◽  
Alesha D. Baker
Keyword(s):  
Open Access ◽  
Digital Divide ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Mobile Apps ◽  
Mobile App ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Desktop Computers

Globally, those who have traditionally been adversely impacted by the digital divide due to lack of access to computing technologies such as desktop computers, are also the ones who have been shown to have high adoption of mobile devices. If open educational resources (OER) are to have the envisaged wide impact, it is necessary to look at the role mobile applications and mobile app markets play in the OER movement. In this chapter, we link mobile applications and OER and discuss the role mobile app markets play in facilitating open-access learning initiatives. This is done by exploring OER and mobile learning definitions, benefits, and barriers; and comparing and contrasting mobile apps across a set of variables including purpose and resource format.

Mobile applications for heart failure self-management: a systematic review (Preprint)

2021 ◽  
Author(s):  
Leticia Bezerra ◽  
Huong Ly Tong ◽  
John J Atherton ◽  
Rimante Ronto ◽  
Josephine Chau ◽  
...  
Keyword(s):  
Heart Failure ◽  
Mobile Applications ◽  
Evaluation Studies ◽  
Self Care ◽  
Mobile App ◽  
Emergency Department Visits ◽  
Self Management ◽  
Self Monitoring ◽  
Vital Signs Monitoring ◽  
The Impact

BACKGROUND Heart failure is a common cause of hospitalization and patient self-management is essential to avoid decompensation and readmissions. Mobile applications (apps) seem promising in supporting heart failure self-management. OBJECTIVE This study systematically reviews the evidence on the impact of heart failure self-management apps on health outcomes and patient experience. METHODS Four databases (Medline, Embase, CINAHL, and PsycINFO) were searched for studies published from 2008 to 2020 examining interventions that comprised a mobile app targeting heart failure self-management and reported any health-related outcomes or patient perspectives. Studies were independently screened. We performed a narrative synthesis of results. PRISMA guidelines were followed. The protocol was registered in PROSPERO (CRD42020158041). RESULTS Nineteen articles [4 randomized controlled trials (RCTs)], assessing 16 apps and a total of 930 participants were included. The most common app features were symptom monitoring (14 of 16 apps), weight monitoring (13/16), and vital signs monitoring (12/16). RCTs were small and outcomes were predominantly self-reported. Two RCTs reported significant improvement in self-care scale measures, including ‘self-management’ (p=0.01), ‘self-confidence’ (p=0.03) and ‘self-maintenance’ (p=0.03) Two RCTs reported higher unplanned clinic visits. Mortality and emergency department visits were reported in two RCTs and hospital re-admissions in one RCT, with no significant differences. Engagement with the intervention was poorly reported. The most desirable app characteristics were automated self-monitoring and feedback, data integration and sharing, and personalization. CONCLUSIONS Mobile apps may improve self-care, particularly if enabling automated self-monitoring and personalized feedback, but more robust evaluation studies are needed addressing key endpoints for heart failure.

scholarly journals 1x1 Trainer with Handwriting Recognition

2018 ◽  
Vol 12 (2) ◽  
pp. 69
Author(s):  
Michael Rabko ◽  
Martin Ebner
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Handwriting Recognition ◽  
School Class ◽  
Daily Routines ◽  
Children’S Learning ◽  
Usability Tests ◽  
Direct Input ◽  
And Task ◽  
Children's Learning

<p class="0abstract">Nowadays, computers and mobile devices play a huge role in our daily routines; they are used at work, for private purposes and even at school. Moreover, they are used as support for different kinds of activities and task, like for example, learning applications. The interaction of these applications with a computer is based on predefined input methods, whereas a touchscreen facilitates direct input via handwriting by using a finger or a pen.</p>This paper deals with the invention of a mobile learning application, which is supposed to facilitate children’s learning of simple multiplication. The aim of this paper is to collect the data of children’ experiences using interactive handwriting on mobile devices. In order to gain this data, a school class of the school “Graz-Hirten” was tested and afterwards for evaluational purposes interviewed. The results of these usability tests have shown that children perceived handwriting via finger on screen as quite positive.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2016 ◽  
pp. 85-101
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Mobile Apps in Open Educational Resources

2017 ◽  
pp. 120-143
Author(s):  
Ying Xiu ◽  
Jose L. Fulgencio ◽  
Tutaleni I. Asino ◽  
Alesha D. Baker
Keyword(s):  
Open Access ◽  
Digital Divide ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Mobile Apps ◽  
Mobile App ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Desktop Computers

Globally, those who have traditionally been adversely impacted by the digital divide due to lack of access to computing technologies such as desktop computers, are also the ones who have been shown to have high adoption of mobile devices. If open educational resources (OER) are to have the envisaged wide impact, it is necessary to look at the role mobile applications and mobile app markets play in the OER movement. In this chapter, we link mobile applications and OER and discuss the role mobile app markets play in facilitating open-access learning initiatives. This is done by exploring OER and mobile learning definitions, benefits, and barriers; and comparing and contrasting mobile apps across a set of variables including purpose and resource format.

scholarly journals The Impact of Mobile Learning Applications on the Lecturer’s Role and Development of Learner’s Motivation towards Learning: Empirical Study at the Faculties Physical Education-Libya

2016 ◽  
Vol 11 (9) ◽  
pp. 134
Author(s):  
Altaher Alssaid M. Alssaid ◽  
Noor Azizi Bin Ismail ◽  
Noorhayati Binti Hashim
Keyword(s):  
Physical Education ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Structural Equation ◽  
Quantitative Research ◽  
Equation Modeling ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
The Impact ◽  
Development Of Students

<p>The purpose of the present research was to validate a stated model for mobile applications as one of the modern teaching methods in the learning process with specific focus on its effectiveness on the teacher’s role and development of Libyan learners’ motivation towards learning. To achieve this research aim, the researcher used a descriptive approach as a quantitative research design that utilizes a Structural Equation Modeling (SEM) Method in order to evaluate the main hypotheses of the research. The study sample consisted of 450 participants (lecturers at the Faculties Physical Education-Libya). The conclusion of the resulting study showed the presence of a weak or low correlation linking mobile learning applications and the development of students' motivation towards learning (.16). However, the study showed that the impact of mobile learning applications on the teacher’s role was (.63). Moreover, the study found that the teacher's role has a higher level of significant influence or impact than mobile learning applications on the development of students 'motivation towards learning (86). The results also revealed that there is an indirect impact of mobile applications through the teacher’s role which was higher than its direct impact on the development of students' motivation towards learning.</p>

The Dark Side of Mobile App Adoption: Examining the Impact on Customers’ Multichannel Purchase

2021 ◽  
pp. 002224372098825
Author(s):  
Xian Gu ◽  
P.K. Kannan
Keyword(s):  
Mobile Applications ◽  
Institutional Context ◽  
Mobile App ◽  
Conventional Wisdom ◽  
Dark Side ◽  
Difference In Differences ◽  
Negative Effect ◽  
The Impact ◽  
Positive Effect

Firms use mobile applications to engage with customers, provide services, and encourage customer purchase. Conventional wisdom and previous research indicate that apps have a positive effect on customer spending. The authors critically examine this premise in a highly competitive institutional context by estimating how customers’ multichannel spending changes after adopting a hotel group’s app and identifying the factors contributing to such change. Exploiting the variation in customers’ timing of app adoption and using a difference-in-differences approach, the authors find that the effect of app adoption on customers’ overall spending is significant and negative. Additional analyses suggest the possibility that customers who adopt the focal app also adopt competitor apps and therefore search more and shop around, leading to decreased share of wallet with the focal hotel group. The authors also find that the negative effect on spending is smaller for customers who use the app for mobile check-in service than those who use the app for only searching, highlighting the role of app engagement in mitigating the negative effect.

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