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We systematically review mobile health applications in supporting learners living with epilepsy disorders. There are two objectives of this study i.e., assessing the existing epilepsy-related apps and providing information about some features provided by the apps. In total, 18 of 47 mobile apps that meet the final criteria were reviewed using the Mobile Application Rating Scale (MARS). We found that more than half of the apps had below-average quality and most offered only a few distinct functionalities. Six of them were deemed high quality since they met all standard criteria. In terms of selfmanagement features, we identified several important features such as the provision of a seizure calendar (14/18, 78%), report generation (5/18, 28%), adding individual seizure occurrence and causes (9/18, 50%), and emergency alert (6/18, 34%). The majority of the apps included medication tracker (12/18, 67%), expert consultation (6/18, 34%), and educational features (10/18, 56%). Moreover, 40% of included apps have considered self-efficacy features by providing analytical support for seizure frequency, duration, occurrence distribution, and analysis. This research can make inperson support more feasible for epilepsy learners so that it helps families, caregivers, and educators to easily manage the risk and perform continuous aid. This research can also be the basis for developing more patient-centered software for epilepsy management. [ABSTRACT FROM AUTHOR]

Despite the widespread necessity of students to learn English, Peruvian students face challenges that include a lack of motivation, overwhelmed academic expectations, and low socioeconomic status. Therefore, in this paper, a mobile application that employs virtual reality and gamification is proposed to improve English language learning among Peruvian high school students. This research consists of three stages: (1) review, (2) proposal, and (3) validation. In (1), an exhaustive review of teaching techniques, gamification strategies, and virtual reality models applied to English language learning is carried out. In (2), specific guidelines are selected for the implementation of teaching techniques, gamification, and type of virtual reality for the construction of the mobile application, using Google Cardboard virtual reality glasses. Finally, in (3) the validation of the mobile application is reported, in which 58 high school students participated. Data were collected on student performance before and after using the application. The results showed that students increased their performance in the English language by 22%. This percentage was measured by the average of the grades taken at the beginning and at the end of the experiment. [ABSTRACT FROM AUTHOR]

The inconsistent findings about learning outcomes in VR (virtual reality) learning necessitate further robustness of empirical data. This article addressed this gap by comparing the learning outcomes across VR, phone, and mobile learning on two dimensions: recall accuracy and recall speed, as well as learners' attitudes. Additionally, this paper attempted to investigate the differences between 5 and 10 min time duration. By inviting a total of 28 participants to the lab experiments on English vocabulary acquisition, this study yielded no statistically significant difference in vocabulary recall accuracy between VR, computer, and mobile learning. Nonetheless, the significant difference in vocabulary recall speed was generated. Besides, the time spent on vocabulary acquisition was significantly shorter in VR than in computer and mobile learning. Additionally, pairwise comparisons revealed that learners' perceptions and attitudes toward SUS resulted in significantly lower scores in VR than in computer- and mobile-based learning. Further, merely two of the nine items on the VR sickness scale demonstrated a significant raise in visual fatigue as well as significant decline in headache between 5 and 10 min learning duration. Future research should anticipate a larger sample size to ensure the validity of research findings and further construct a 3D modeling for the same language learning settings for non-college, primary, as well as secondary school students. [ABSTRACT FROM AUTHOR]

Purpose: Professional Identity Formation is the dynamic evolution to "think, act and feel" to become part of a professional community. This document presents the development and the study that aimed to assess the usability of a m-Learning Identity App (MLIA) focused on the formation of professional identity among undergraduate medical students. Design/methodology/approach: MLIA development included four phases: Conceptual, prototype, pilot and implementation, before further deployment. The conceptual model was designed by eight faculty members from three Latin American universities. The prototype was developed and tested with stakeholders. The pilot was performed during 5 weeks before the implementation. Cross-sectional data collected during implementation from 138 medical students who completed a survey to assess the usability of MLIA are presented. During deployment, 977 posts were made on Professional Identity Formation, and examples of these posts are presented. Findings: The prototype and pilot phases demanded improvements. The survey explored (1) Familiarity, (2) Perceived ease of use, (3) Perceived usefulness for Professional Identity Formation, (4) Satisfaction, (5) Intention to reuse (6) Digital aesthetics and (7) Safety. Results from the usability assessment suggest that students perceived MLIA as a secure space with positive aesthetics and ease of use. Research limitations/implications: Important limitations of the present study include, firstly, that it does not provide information on the effectiveness of the MLIA in shaping professional identity in medical students, it focuses exclusively on its development (conceptual model, prototype, pilot and implementation) and usability. Secondly, the study design did not consider a control group and, therefore, does not provide information on how the App compares with other strategies addressing self-reflection and sharing of meaningful experiences related to professional identity. Originality/value: MLIA introduces a different approach to education, simulating a secure, easy-to-use, social media with a friendly interface in a safe environment to share academic and motivational moments, transitioning from being to becoming a professional. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international students' adoption of mobile learning (m-learning) during COVID-19 emergency remote teaching (ERT). Design/methodology/approach: This study utilized the modified UTAUT framework to test hypotheses through a cross-sectional survey method. Participants were university students studying Chinese as a foreign language who were selected using a convenience sampling approach. An online questionnaire was then administered. The data collected from the surveys were analyzed using the partial least squares method with SmartPLS 4 software. Findings: The study examined 16 hypotheses and found support for six of them. The results confirmed that performance expectancy (PE) is a significant predictor of behavioral intention (BI), and anxiety influences both PE and effort expectancy. The negative effect of social influence on anxiety was found to be significant, while facilitating conditions had a negative impact on learners' self-efficacy. The model fit indices indicated a good overall fit for the model. Research limitations/implications: This study presents a valuable contribution to the literature on m-learning in emergency education by incorporating technological anxiety into the enhanced UTAUT model. Examining the relationships between the key factors of the model provides a better understanding of learners' intentions and can inspire researchers to establish new theoretical foundations to evaluate the roles of these factors in diverse educational settings. Practical implications: The study found that performance expectations are linked to learners' intentions, and anxiety indirectly affects BIs to use mobile learning platforms. Thus, these platforms should be designed to meet learners' expectations with minimum effort and eliminate anxiety triggers to facilitate ease of use. Language curriculum developers and policymakers should incorporate mobile learning applications to support diverse language skills, address students' needs and encourage their use through professional development opportunities for instructors. Social implications: Social factors have been found to significantly influence anxiety levels among learners. Therefore, it is crucial for teachers and family members to play an essential role in mitigating anxiety's adverse effects. Discussing related issues can enhance the quality of mobile learning and stimulate social initiative by providers, ultimately improving the learning experience for all learners, regardless of their location or circumstances. This can also contribute to the growth and development of society. Originality/value: This study contributes to the originality of m-learning development by proposing an enhanced UTAUT model that considers anxiety and emphasizes the critical role of foreign learners' BIs. It provides fundamental guidelines for designing and evaluating m-learning in ERT contexts. [ABSTRACT FROM AUTHOR]

User experience or usability is under research, particularly in mobile learning in the era of industrial revolution (IR) 5.0. This article discusses incorporating sophisticated mobile technologies such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI) into the user experience in educational settings. Therefore, this paper investigates the relatively new revolutionary potential of mobile learning user experience in the context of the IR 5.0, where the digital and technology spheres meet for better user experiences, particularly for students in learning. The research explores novel meta-mobile technology approaches by examining concrete cases from 2012, analyzing their impact, and improving the user experience. Likewise, this article elucidates the need for mobile learning user experience research based on bibliometric analysis. [ABSTRACT FROM AUTHOR]

Introduction: This study explores the motivators to use learning management systems (LMS) adopted and used in eLearning by Hong Kong universities among Mainland Chinese postgraduate students amid COVID-19 pandemic. Methods: An adapted and extended UTUAT2 model was first proposed and tested using the structural equation modeling approach. Through self-report online questionnaire, data were collected in 2022 from 352 Mainland Chinese postgraduate students of nine universities in Hong Kong. The reliability and validity of the data were tested using the confirmatory factor analysis, followed by path analysis to test the hypotheses in the proposed model. Results: The study revealed nine motivators which explained 50% of the variance in LMS use intention. Trust (0.204), instructor characteristics (0.202), performance expectancy (0.181), and facilitating conditions (0.181) were identified as strong motivators of behavioral intention. Other factors such as effort expectancy (0.148), learning value (0.118) and social influence (0.115) also had significant positive effects on LMS use intention. Habit (0.014) and hedonic motivation (-0.016) had no significant direct effect on it. Discussion: These findings provide inspirations for educational stakeholders to promote the acceptance of LMS platforms among distance and online learners who adopt the cyberspace as the only means of learning. They also offer insights about instructor recruitment and evaluation methods. [ABSTRACT FROM AUTHOR]

To solve the problem of mobile robots needing to adjust their pose for accurate operation after reaching the target point in the indoor environment, a localization method based on scene modeling and recognition has been designed. Firstly, the offline scene model is created by both handcrafted feature and semantic feature. Then, the scene recognition and location calculation are performed online based on the offline scene model. To improve the accuracy of recognition and location calculation, this paper proposes a method that integrates both semantic features matching and handcrafted features matching. Based on the results of scene recognition, the accurate location is obtained through metric calculation with 3D information. The experimental results show that the accuracy of scene recognition is over 90%, and the average localization error is less than 1 meter. Experimental results demonstrate that the localization has a better performance after using the proposed improved method. [ABSTRACT FROM AUTHOR]

Objective To analyze the relationship between parental academic upward social comparison perception (PAUSCP) and mobile phone dependence tendency (MPDT) among children, and explore the chain mediation of learning boredom(LB) and academic self-handicapping(ASH).Methods In October 2023,1 024 higher primary school pupils were tested with parental academic upward social comparison perception scale, academic self-handicapping scale, learning boredom scale, and mobile phone dependence tendency scale, and process 4.3 were used to analyze mediation. Results Not detected tendency accounted for 54.78%, potential Children's MPDT accounted for 27.25%, and MPDT accounted for 17.97%. Boys(χ² = 10.975,P = 0.004), grade(χ² = 47.055,P < 0.001), relationship with parents(χ² = 28.453,P < 0.001) and residence(χ² = 14.128,P = 0.007)was correlation factors. Total indirect effect of PAUSCP → MPDT was 0.115(95%CI: 0.090,0.142), effect size PM = 58.67%. Indirect effect of PAUSCP→LB→MPDT was 0.064(95%CI: 0.042,0.090).Indirect effect PAUSCP→ASH→MPDT was 0.024(95%CI: 0.013,0.038).Indirect effect of PAUSCP→LB→ASH→MPDT was 0.027(95%CI: 0.018,0.040).Conclusion Parental academic upward social comparison perception can indirectly affect mobile phone dependence tendency among children through learning boredom and academic self-handicapping. [ABSTRACT FROM AUTHOR]

AbstractHuman trafficking is globally widespread, however establishing its scope and context remains difficult. With limitations on understanding human trafficking coupled with sensational media portrayals, misperceptions of the problem persist. To that end, a campus wide educational initiative to share survivor stories and offer students a more authentic understanding of human trafficking was developed. An approach driven by the principles of public pedagogy, m-learning, and the use of earned media to support messaging informed project development. Entitled “Out of the Shadows,” the project sought to engage students using unconventional public displays related to human trafficking. In this case, novel presentation of blue figures across the campus space invited curiosity, drove media interest, and encouraged viewers to explore these presentations through integrated m-learning. Project outcomes, limitations, and the viability for this approach for criminal justice education are considered. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the perceived empowerment of children through the use of a digital musical instrument (DMI) mobile app from the perspective of early childhood educators. Twenty-eight early childhood educators were invited to attend a workshop and guided in the use of a motion-based DMI mobile app, evaluating its potential to empower children to make music within a classroom setting. While participants' positive responses revealed that the accessibility afforded by the mobile technology could help the children overcome the instrumental learning thresholds and enjoy the music-making process, along with the competency developments afforded by the learning tool, limitations, in the form of ethical and societal considerations, hinted that the fluent adoption of the DMI mobile app in the teaching and learning process may be affected. The findings of this study shed light on the design of music and mobile technology for potentially furthering children's musical explorations. [ABSTRACT FROM AUTHOR]

The fast and nondestructive identification of mobile phone cases is a crucial task for law enforcement personnel in the field of forensic science. Attenuated total reflection-Fourier transform infrared spectroscopy (ATR-FTIR) has been employed in conjunction with feature extraction and deep learning algorithms to develop a method for distinguishing mobile phone cases. As preprocessing steps, multivariate scatter correction and standard normal variate were performed. Feature variables were extracted using the competitive adaptive reweighted sampling and shuffled frog leaping algorithm. Several supervised pattern recognition methods, namely ResNet50, VGG16, and multilayer perceptron (MLP), were utilized for constructing classifiers. The results indicated that the model's performance based on multivariate scattering correction (MSC) with competitive adaptive re-weighted sampling (CARS) surpassed that of other approaches. Notably, the ResNet50 model exhibited superior discriminative ability compared to the VGG16 and MLP models, achieving 100% accuracy in the differentiation of all samples. This designed method represents a potentially rapid and nondestructive approach for identifying mobile phone cases in forensic science. [ABSTRACT FROM AUTHOR]

The prevalence of mobile and ubiquitous computing equipment is transforming how learners conduct their education. Nevertheless, the bulk of educational content generated for desktop platforms is unacceptable for handheld gadgets. Furthermore, some materials that are irrelevant to the preferences of the learner or the contextual environment might reduce the effect of learning and elevate the cost of communication. Furthermore, there is a deficit in the academic structure for mobile learning. This paper proposes personalized adaptation techniques for customized modification contents. This in turn strives to offer adaptive content contingent on learner experience and device capabilities. On top of that, it recommends a few alternatives to producing intelligent and adaptive material for children. Numerous facets of the study are examined to employ the benefits of learner, device, and location modeling in tandem with mobile technology to provide a personalized spread of multimedia-rich resources at any time or anywhere. As an outcome, it delivers proper learning resources and applies the learning style most suitable to the demands and tastes of each learner (personalized learning). Our system enables several types of learning styles to pick from, but the most significant aspect is to pair each learner's characteristics with the right program and learning style. A novel chance for a broad range of learners to boost their knowledge in a tailored manner is made accessible by the adaptation of the material and styles, which enables the learning process to be dynamic. Additionally, our system's resilience and interaction have risen owing to multi-agent system modeling. [ABSTRACT FROM AUTHOR]

In the context of accelerating globalization, intercultural communication competence has become a crucial element for the success of individuals and organizations. The frequent international interactions have underscored the importance of enhancing methods for improving intercultural communication skills within the educational sector. The rapid advancement of mobile technology offers unprecedented opportunities for educational innovation. Its convenience and widespread use have made mobile device-based learning models highly attractive. Particularly, advancements in real-time speech processing technologies have provided new tools and methods for intercultural communication education. By leveraging mobile real-time speech detection and synthesis technologies, a more interactive and personalized learning experience can be achieved, thereby enhancing the efficiency and effectiveness of language learning. This study aims to explore a mobile technology-based model for intercultural communication education and is divided into three main parts: firstly, the investigation of mobile real-time speech detection technologies aimed at intercultural communication education to provide instant feedback and improvement suggestions; secondly, the exploration of mobile real-time speech synthesis technologies to generate high-quality speech samples for learners to practice against; and thirdly, the integration of the aforementioned technologies to develop a flexible, efficient, and highly interactive learning system based on mobile technology. This study is expected to not only improve the effectiveness of intercultural communication education but also provide significant references for the innovative application of educational technologies. [ABSTRACT FROM AUTHOR]

Abstract\nLay summary\nIMPLICATIONS FOR PRACTICEThis study explores the impact of app-based imagery and traditional methods (i.e., reflective diary) on cognitive-specific (CS) imagery in junior national squash athletes. A total of 75 participants (mean age = 15.22, SD = 2.14) without prior imagery training were allocated into app-based imagery (n = 25), reflective diary (n = 25), and control groups (n = 25). After an imagery workshop and a 12-week reinforcement, CS imagery scores were assessed pretest, post-test, and follow-up using the Sport Imagery Questionnaire (SIQ), as well as technical shot execution (i.e., drive, boast, dropshot, lob, and volley). Using one-way repeated measures analysis of variance and the Friedman test, we examined differences in CS imagery and technical skills across timepoints. The app-based group showed significant improvements in SIQ scores at post- (F(2,72) = 58.53, p < .001, η2 = 0.61) and follow-up tests (F(2,72) = 97.31, p < .001, η2 = 0.73), as well as in technical skills (drive, χ2(2) = 40.92, p < 0.001; boast, χ2(2) = 45.81, p < 0.001; dropshot, χ2(2) = 38.57, p < 0.001; lob, χ2(2) = 42.51, p < 0.001; volley, χ2(2) = 41.81, p < 0.001). A post-hoc analysis revealed that the app-based imagery group experienced the most substantial effect, surpassing reflective diary and control groups, indicating the effectiveness of app-based interventions in enhancing CS imagery and technical performance. The results demonstrate that mobile applications represent a practical and effective substitute for traditional imagery and mental skill reinforcement techniques, rendering these essential tools more accessible to athletes.This study supports the effectiveness of app-based imagery in enhancing cognitive-specific imagery and technical skills among junior national squash athletes. It presents a robust alternative to the conventional reinforcement method, demonstrating greater effectiveness in comparative testing.Implementing app-based imagery as reinforcement following an imagery workshop can enhance the retention of knowledge and behavioral change in imagery skills.Mobile application technology serves as an effective medium for delivering reinforcement plans and improving imagery and technical performance.Given its interactive design tailored to an age group accustomed to mobile learning, app-based imagery can surpass conventional methods in effectiveness.Implementing app-based imagery as reinforcement following an imagery workshop can enhance the retention of knowledge and behavioral change in imagery skills.Mobile application technology serves as an effective medium for delivering reinforcement plans and improving imagery and technical performance.Given its interactive design tailored to an age group accustomed to mobile learning, app-based imagery can surpass conventional methods in effectiveness. [ABSTRACT FROM AUTHOR]

Background: Digital health technologies are increasingly used by healthcare professionals working in pediatric hospital and rehabilitation settings. Multiple factors may affect the implementation and use of digital health technologies in these settings. However, such factors have not been identified in a multidisciplinary, pediatric context. The objective of this study was to describe actual use and to identify the factors that promote or hinder the intention to use digital health technologies (mobile learning applications, virtual/augmented reality, serious games, robotic devices, telehealth applications, computerized assessment tools, and wearables) among pediatric healthcare professionals. Methods: An online survey evaluating opinions, current use, and future intentions to use digital health technologies was completed by 108 professionals at one of Canada's largest pediatric institutes. Mann-Whitney U tests were used to compare the attitudes of healthcare professionals who intend to increase their use of digital health technologies and those who do not. Linear regression analyses were used to determine predictors of usage success. Results: Healthcare professionals reported mostly using mobile and tablet learning applications (n = 43, 38.1%), telehealth applications (n = 49, 43.4%), and computerized assessment tools (n = 33, 29.2%). Attitudes promoting the intention to increase the use of digital health technologies varied according to technology type. Healthcare professionals who wished to increase their use of digital health technologies reported a more positive attitude regarding benefits in clinical practice and patient care, but were also more critical of potential negative impacts on patient-professional relationships. Ease of use (β = 0.374; p = 0.020) was a significant predictor of more favorable usage success. The range of obstacles encountered was also a significant predictor (β = 0.342; p = 0.032) of less favorable evaluation of usage success. Specific factors that hinder successful usage are lack of training (β = 0.303; p = 0.033) and inadequate infrastructure (β = 0.342; p = 0.032). Conclusions: When working with children, incorporating digital health technologies can be effective for motivation and adherence. However, it is crucial to ensure these tools are implemented properly. The findings of this study underscore the importance of addressing training and infrastructure needs when elaborating technology-specific strategies for multidisciplinary adoption of digital health technologies in pediatric settings. [ABSTRACT FROM AUTHOR]

The integration of technology within higher education has grown significantly due to its flexibility, which permits learners to retrieve course content and engage in academic activities from anywhere, often at their own pace. The study aimed to assess learners' attitudes at Valley View University (VVU) towards the e-learning system. The study adopted a descriptive survey technique. The target population was 296 undergraduate students at the VVU's Oyibi campus. Copies of the questionnaire were deployed as the only data collection instrument for the study. The analysis found that many learners exhibited a negative disposition regarding the online education. Students could engage with their peers on the learning platform (Online Forum Learning Platform, OFLP) to share information and discuss issues about their studies, according to the findings. However, students occasionally faced challenges submitting assignments and downloading documents from the platform due to unstable internet connectivity. The study recommends periodic training opportunities for learners to enhance their ability to navigate e-learning platforms effectively. The study suggests promptly addressing internet-related issues to cultivate a favourable perception of e-learning among learners. For students' studies, regular ICT staff availability is critical. This helps them meet their IT needs, particularly when engaging with e-learning platforms and tools. [ABSTRACT FROM AUTHOR]

Indonesia has 127 active volcanoes, which have to be monitored continuously in normal, eruption, or after-eruption conditions, to minimize the effects of disaster. Therefore, we have developed a four-wheeled mobile robot for both exploration and monitoring of volcanoes. To finish its mission on uneven terrain full of obstacles, the robot should be able to detect and avoid these obstacles. Therefore, real-time object detection was designed using the YOLOv5s deep learning algorithm, which was implemented on a Raspberry Pi3 for the front camera of the robot. Before it was tested on a real volcano, the model of the algorithm was trained to be able to detect obstacles. The dataset was trained with three variations of epochs (100, 300, and 500) in sixteen batches of YOLOv5s. The last variant yielded the best results, at 63.4% mAP_0.5 and 40.4% mAP_0.5:0.95, with almost zero loss. This model was then implemented on a Raspberry Pi3 to detect trees and rocks captured by camera on Tangkuban Parahu Volcano. Most of the trees and rocks were successfully detected, with 90.9% recall, 79.9% precision, and 91.5% accuracy. Furthermore, the detection error was low, as indicated by low FP and FN numbers. [ABSTRACT FROM AUTHOR]

This study evaluates several maze generation algorithms applied to generate mazes in a game-based Android mobile application designed to support children in learning basic programming concepts and computational thinking. Each algorithm is assessed for its ability to generate solvable and educationally effective mazes, varying in complexity and size. Key findings indicate that Wilson's and Aldous–Broder algorithms were identified as the most time inefficient. In comparison, Sidewinder and Binary Tree algorithms perform best for smaller mazes due to their straightforward traversal methods. The Hunt-and-Kill and Recursive backtracker algorithms maintain higher ratios of longest paths, making them suitable for the more complex maze generation required for advanced game levels. Additionally, the study explores various maze-solving algorithms, highlighting the efficiency of the recursive algorithm for simpler mazes and the reliability of Dijkstra's algorithm across diverse maze structures. This research underscores the importance of selecting appropriate maze generation and solving algorithms to balance generation speed, path complexity, and navigational characteristics. While the study demonstrates the practical applicability of these algorithms in a mobile educational application, it also identifies limitations and suggests directions for future research. [ABSTRACT FROM AUTHOR]

Hepatitis C virus (HCV) disproportionately affects people who inject drugs (PWID). Although HCV has become universally curable since the arrival of direct-acting antivirals, barriers exist to facilitating care and cure in this historically hard-to-reach population, including limited testing and healthcare services and healthcare stigma, issues that are compounded in rural areas. Telehealth is effective in increasing access to HCV care and cure, but innovative approaches of testing and care are required to fully address the need among rural PWID, which led to our study examining a mobile telehealth model for treating HCV. In this commentary, we discuss lessons learned delivering telehealth on a mobile unit, important factors for consideration when designing a mobile intervention, and we suggest an ideal model to increase access to HCV testing and treatment and other services for rural PWID. [ABSTRACT FROM AUTHOR]

Mobile learning applications are being developed to support the teaching and learning process. The lack of an accepted methodology for developing these applications motivated the establishment of a design science research process for developing mobile learning applications. Design science methodology from the information systems domain was inherited and modified by consolidating common practices found in the development of mobile learning applications. The proposed methodology consolidates a set of logically related processes to support the development of mobile learning applications with ease and ensure quality results. Expert review of the proposed methodology was conducted, and the results indicate it can positively contribute to the development of mobile learning applications. [ABSTRACT FROM AUTHOR]

The article shows the results of a situational analysis of a case study with the elements of an experiment to find out the expediency of mobile application use in media education. The case study is aimed at researching the process of mobile learning within a single social object – a group of 32 students, members of the workshop "Young Journalists", aged 8–14. We used a beta version of the application, which is now about to go into open access on the platform GooglePlay. In the course of development, the function was tested involving the focus group. According to the testing results, adjustments and upgrades to the application services were made. The results prove that the effective version of the mobile application is a communicative platform that can perform the functions of a presenter of theoretical information, a simulator of practical skills, and a space for checking the gained knowledge. This platform can also provide wide opportunities for interaction between teachers and members of the educational process. The authors created a communicative environment as a closed social network, which will encourage students to learn, give parents information about their children's achievements, and spread the material created by the students. [ABSTRACT FROM AUTHOR]

Sensors should be integrated into teacher education, as they are essential tools in the digital practices needed for full participation in society. Electronic sensors can be used as laboratory/scientific tools, as everyday mobile learning tools, and as epistemic mediators in several scientific fields, as well as in interdisciplinary approaches. In this way, electronic sensors can play multiple roles in the main dimensions of teacher education. The aim of the research presented in this paper was to create a framework for the research-based and interdisciplinary use of sensors in elementary teacher education, based on the thematic analysis of seven case studies implemented in Portugal. The thematic categories used in the cross-case analysis were fundamental in revealing the different roles played by sensors in the different phases of the didactic sequences of the cases. Subsequently, the thematic analysis made it possible to identify patterns of affordances of sensors and to relate the multiple roles of electronic sensors to different areas of the Portuguese elementary teacher education model. The research synthesis made it possible to outline the framework perspectives. The resulting framework systematized and highlighted the affordances of sensors in pre-service and in-service elementary teacher education as scientific, epistemic, interdisciplinary, and didactic mediators. These affordances were revealed to be particularly important in data-driven inquiry problem-solving, pedagogical content knowledge, and professional knowledge development. The framework created can be expanded in future related research. [ABSTRACT FROM AUTHOR]

The present study aimed to explore the impact pathway of digital reading willingness and behavior among junior high school students in Guangxi's developed urban areas, so as to improve the digital reading quality of teenagers. This study took students from key junior high schools in Nanning, Guilin, and Liuzhou as the research subjects. The UTAUT model retained three factors, performance expectation, effort expectation, and social impact, while introducing two variables, perceived risk and immersive experience, to jointly develop a factor model for the digital reading behavior of junior high school students in Guangxi. After conducting a questionnaire survey using an "online + offline" method, 497 valid questionnaires were obtained. SPSS 23 was used to perform reliability and validity analysis and descriptive statistical analysis, while AMOS 26.0 was used to conduct discriminant validity analysis, model adaptation analysis, hypothesis testing, and path analysis. The research conclusion was that performance expectations, effort expectations, social impact, and immersive experience all had a positive and significant impact on the digital reading willingness of junior high school students; performance expectations, effort expectations, social impact, and immersive experience positively influenced their digital reading behavior through their digital reading willingness, while perceived risk was found to have no significant impact on digital reading willingness and corresponding behavior. This article used a composite research method to study a sample of student groups in specific regions. It was an early introduction of immersive experience and perceived risk indicators in the study of digital reading behavior, specifically exploring the digital reading patterns of junior high school students who had received less attention in previous studies but were in a critical period of growth. [ABSTRACT FROM AUTHOR]

For plant identification in school biology, many digital and analogue identification methods have been developed to make this demanding and little motivating process more student-orientated. In this experimental field study, we examine two empirically developed tools: the digital identification app "ID-Logics' and the paper-based key, generated by the online platform 'Eikes Baumschule'. In line with Self-Determination Theory (SDT), an evaluation study with 251 students was conducted to investigate the effect of both tools on students' intrinsic motivation. The results of the study were unexpected, as the different media regarding the SDT did not present themselves as projected: While both tools influence students' intrinsic motivation positively, each displays specific effects regarding enjoyment, perceived competence, and perceived autonomy. Taking these effects into account, each tool under investigation offers different advantages and disadvantages for plant identification in the field. The resulting opportunities and challenges, for plant identification, of both tools are discussed critically against the background of SDT, and future directions for research on intrinsic motivation in the context of species identification are mapped. Furthermore, this study shed light on the process of species identification and thus indicates recommendations for practical use in biology lessons. [ABSTRACT FROM AUTHOR]

This investigation examines how Meta-Analysis Based Modified Unified Theory of Acceptance and Use of Technology (Meta-UTAUT) model factors affect English as a Foreign Language (EFL) education's adoption of Mobile-Assisted Language Learning (MALL). SmartPLS 3.0 software processed and analyzed data from 396 online survey participants. The findings show that attitude (ATT), performance expectation (PE), effort expectation (EE), perceived behavior control (PBC), social influence (SI), and behavioral intention (BI) influence actual usage behavior (UB) from high to low. This may indicate learners' views on MALL's importance and practicality in education. This research proposes strategies for educators to integrate this technology to improve educational quality. [ABSTRACT FROM AUTHOR]

This research investigated the effect of the use of mobile-assisted digital content on students’ English lesson achievement. This study employed a quasi-experimental design with a pretest and posttest given to both an experimental group and a control group. The study consisted of 29 9th Grade students at a public school in Turkey. The pretest was administered to the students of both groups at the beginning of the semester. The experimental group used a virtual classroom that included mobile apps while the control group did not. A posttest was then given at the end of the semester. The results of the research showed a significant difference between the pretest and posttest scores of both the experimental and control groups. We concluded from the research that applying mobile-assisted learning content contributed to students’ academic success in English lessons. [ABSTRACT FROM AUTHOR]

Students in higher education are using mobile devices, which challenges our understanding of what it means to learn in modern environments. By using mobile devices as instructional aids, students gain a variety of social, cognitive, and technical abilities. Mobile devices may therefore be seen as supporting the growth of employability skills and broader lifelong learning, both of which may be helpful in a variety of circumstances. The quickly evolving landscape of technology and education presented teachers with a number of challenges, and they had to retrain and refresh their skills in order to provide practical training. As a result, heutagogical methods are ideal for enhancing their collective knowledge and skills. Online and blended learning (BL) offer a learning environment that incorporates technological affordances to facilitate learning. This enables the growth of an independent, capable, and self-directed lifelong learner. Heutagogy provides an educational strategy in this context that may link the development of lifelong learning competencies with BL and online learning environments. Using this methodology, we investigate the potential contribution of online and blended higher education to technology-enabled lifelong learning where heutagogical experiences are available. The results support the notion that heutagogy and lifelong learning are linked by some basic concepts that apply to both mixed and online learning environments. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The rapid advancement of technology and the push toward digitalizing the educational system have led higher education institutions to explore mobile solutions as alternatives to traditional study methods. These mobile applications aim to enhance the university experience by offering instant access to educational resources and simplifying the management of academic processes. This paper seeks to explore the range of existing mobile learning applications, focusing on their functionalities and user experience. Additionally, the study examines how these educational apps impact students' academic lives, specifically looking at factors such as academic performance, productivity, engagement, and social interaction. The research adopts a methodological approach centered on collecting statistical data regarding the adoption of mobile solutions in the academic sector. Results indicate a growing use of mobile applications at the university level, primarily due to their portability and the quick access they provide to educational materials. The study also reveals a positive impact on both students and faculty, enhancing communication and interaction from both an educational and social perspective. [ABSTRACT FROM AUTHOR]

Copyright of Turcology Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: In India, the leading cause of mortality for those aged 15-39 in 2016 was reported to be suicide. Despite these alarming statistics, efforts to prevent suicide are nevertheless thwarted by a number of obstacles to getting help. Timely identification is essential to ensuring that people at risk of suicide receive the right care and assistance. The World Health Organization's mental health action plan advocates employing self-help treatments through electronic and mobile technologies in addition to other steps to promote accessibility to and availability of evidence-based mental health services with encouraging results. With encouraging results, technology has been utilized to give self-help and guided psychological therapies, and it may be employed as a low-intensity and low-cost tactic to reach a bigger population in need of care. Aims and Objectives: The objectives of this study were to study the comparison of mobile application versus conventional teaching techniques for implementation of suicide risk assessment among medical students. Materials and Methods: Study comprises MBBS students. Sample size was calculated to be 138, with 67 in Group A (conventional teaching) and 67 in Group B (mobile teaching). Week 1 and 2 - students were randomly allocated into Group A and B. Both the groups were taught about suicide risk assessment. Results: We found that 87.61% found the mobile application easier to comprehend than the conventional teaching methods. Conclusion: Mobile application learning for implementation of suicide risk assessment in MBBS students is non-inferior to conventional teaching methods. [ABSTRACT FROM AUTHOR]

Road conditions, often degraded by insufficient maintenance or adverse weather, significantly contribute to accidents, exacerbated by the limited human reaction time to sudden hazards like potholes. Early detection of distant potholes is crucial for timely corrective actions, such as reducing speed or avoiding obstacles, to mitigate vehicle damage and accidents. This paper introduces a novel approach that utilizes perspective transformation to enhance pothole detection at different distances, focusing particularly on distant potholes. Perspective transformation improves the visibility and clarity of potholes by virtually bringing them closer and enlarging their features, which is particularly beneficial given the fixed-size input requirement of object detection networks, typically significantly smaller than the raw image resolutions captured by cameras. Our method automatically identifies the region of interest (ROI)—the road area—and calculates the corner points to generate a perspective transformation matrix. This matrix is applied to all images and corresponding bounding box labels, enhancing the representation of potholes in the dataset. This approach significantly boosts detection performance when used with YOLOv5-small, achieving a 43% improvement in the average precision (AP) metric at intersection-over-union thresholds of 0.5 to 0.95 for single class evaluation, and notable improvements of 34%, 63%, and 194% for near, medium, and far potholes, respectively, after categorizing them based on their distance. To the best of our knowledge, this work is the first to employ perspective transformation specifically for enhancing the detection of distant potholes. [ABSTRACT FROM AUTHOR]

The post-COVID-19 period presents an opportunity to build on the teaching and learning strategies that higher education institutions adopted during the pandemic. While there is substantial literature on general higher education needs, there is a noticeable gap concerning teaching and learning needs in special needs and inclusive education within an Open and Distance e-Learning (ODeL) environment. This paper addresses the research question: "How are teaching and learning innovations in inclusive education offered in a higher education ODeL environment?" Rooted in constructivist philosophy, the study used a qualitative research approach to capture the real-life experiences of ten tutors from the Zimbabwe Open University, Faculty of Education, selected through criterion sampling based on their expertise, experience, and involvement in supporting students with diverse needs in ODeL. Open-ended interviews allowed participants to fully express their insights, with data coded using open coding and presented through descriptive narratives. The study identified several innovative teaching and learning strategies, including Google Classroom, Microsoft Teams, WhatsApp Audio and Video, Mobile Learning (M-Learning), Video Learning Environment, and Moodle-based learning platforms (LMS) such as MyVista, which have significantly enhanced the accessibility of educational materials. While these innovations represent progress in inclusivity, challenges such as equitable access to resources, especially for students in rural and under-resourced areas, remain. The study recommends that universities facilitate access to affordable e-learning tools and enhance digital platform accessibility by incorporating features like text-to-audio, video captions, and interactive content. [ABSTRACT FROM AUTHOR]

Mobile learning supports a constructivist approach to learning by providing student-focused pedagogies and enhancing students' self-directed learning toward a goal. While reading, writing, listening, and speaking are all important life skills, speaking or, to put it another way, communication—occurs often in both official and casual settings. For this reason, speaking is typically more important than the other abilities. Gaining speaking proficiency is just as crucial as developing other abilities that are necessary for target language learners to improve their communication. Offering a comprehensive picture of how mobile learning interventions function for different learner profiles is the aim of this methodical sampling strategy. Due to their widespread use, mobile devices offer unparalleled accessibility and flexibility for learning, independent of location. Consequently, developing successful educational interventions requires an understanding of the connection between these technology benefits and the enhancement of English language proficiency through speaking. Data from 29 surveys were gathered for a quantitative cross-sectional study using Google Forms, which examined the effects of mobile learning, prior English proficiency, frequency of mobile engagement, and their link to English-speaking abilities. The study sought to clarify the importance and association of these factors in improving verbal competency through mobile learning in English language acquisition, using t-tests for group comparison and Cronbach's Alpha for reliability. Findings highlight the necessity for customized methods depending on learners' proficiency levels to maximize their efficacy. Regular mobile learning engagement is strongly correlated with prior English proficiency and increased language abilities. [ABSTRACT FROM AUTHOR]

To improve the accuracy of rail fastener detection and deploy deep learning models on mobile platforms for fast real-time inference, this paper proposes a defect detection model for rail fasteners based on an improved YOLOv8n. Considering the significant aspect ratio differences of rail fasteners, we designed the EIOU+ as the regression box loss function. The model is compressed and trained using an improved channel-wise knowledge distillation (CWD+) approach to address the challenge of accurately recognizing minor defects in rail fasteners. We introduced a feature extraction module to design a feature extraction network as the distillation teacher model (YOLOv8n-T) and a lightweight cross-stage partial bottleneck with two convolutions and a fusion module (C2f) to improve the YOLOv8n backbone network as the distillation student model (YOLOv8n-S). Experiments conducted on data collected from actual rail lines demonstrate that after CWD+ distillation training, the model's mean detection accuracy (IOU = 0.5) reached 96.3%, an improvement of 2.7% over the original YOLOv8n algorithm. The recall rate increased by 4.5%, the precision by 2.7%, the number of floating-point operations decreased by 13%, and the detection frame rate frames per second (FPS) increased by 6.1 frames per second. Compared with other one-stage object detection algorithms, the CWD+ distilled model achieves the precise real-time detection of rail fastener conditions. [ABSTRACT FROM AUTHOR]

This qualitative study intentionally gathered insights from 12 educators of varying seniority across three schools in the Nkangala Education District, Mpumalanga Province, South Africa, regarding their experiences with mobile learning (facilitated through Microsoft Teams and WhatsApp Messenger) as a professional development and knowledge retention tool during the Covid-19 pandemic. The findings, derived from semi-structured interviews and document analysis, indicated that young educators positively embraced the implementation of Microsoft Teams and WhatsApp Messenger. Senior educators deemed WhatsApp Messenger less intimidating than Microsoft Teams, thereby endorsing it as the preferred medium for professional growth and knowledge retention. This led to a lack of incentive among senior educators to participate in the professional learning events facilitated by Microsoft Teams. Thus, they depended on the supplemental learning information disseminated via WhatsApp Messenger as the principal method for professional development and knowledge retention activities. The research identified multiple obstacles to utilising mobile learning for professional development and knowledge retention, specifically: insufficient ICT skills among senior educators, ineffective content facilitation by subject advisors, and inadequate communication and scheduling of professional development programs. The study advocated for a systematic coordination of: 1) a series of ICT skills training for underqualified educators; 2) peer teaching among novice, mid-career, and senior educators to address internal skills deficiencies; 3) effective communication among the district, circuits, and schools; and 4) skills audits for subject advisors to enhance competency in areas of deficiency. By presenting these recommendations, the report alerts schools, circuits, and districts to the likelihood that the Covid-19-induced adoption of hybrid professional development will become the standard practice. [ABSTRACT FROM AUTHOR]

Access to quality education remains a significant global challenge today. In line with the goals outlined by the World Health Organization (WHO) in its 2030 agenda, ensuring access to education is a fundamental objective. Consequently, it is imperative to undertake an investigation into the influence of technological innovation on educational practices. This study examines the impact of incorporating the 5G network into educational settings to improve learning experiences. The analysis covered 134 articles, 62 of which were deemed relevant, classifying the research as ongoing projects or pilot studies for future exploration. The main digital tools identified were artificial intelligence, the Internet of Things, virtual reality, and machine learning. The use of the 5G network appears to have a more significant impact on higher education and universities. Research in this field is mainly concentrated in Europe, America, and Asia. In addition, it is clear that the adoption of 5G technology is influencing pedagogical methods, emphasising immersive learning, e-learning platforms, and flipped classrooms. This study argues for further research into the integration of technology in education, advocating a careful examination of the implementation of 5G infrastructure and its potential to improve access to high-quality education. [ABSTRACT FROM AUTHOR]

Deep learning has been widely explored in 5G applications, including computer vision, the Internet of Things (IoT), and intermedia classification. However, applying the deep learning approach in limited-resource mobile devices is one of the most challenging issues. At the same time, users' experience in terms of Quality of Service (QoS) (e.g., service latency, outcome accuracy, and achievable data rate) performs poorly while interacting with machine learning applications. Mobile edge computing (MEC) has been introduced as a cooperative approach to bring computation resources in proximity to end-user devices to overcome these limitations. This article aims to design a novel image reiterative extraction algorithm based on convolution neural network (CNN) learning and computational task offloading to support machine learning-based mobile applications in resource-limited and uncertain environments. Accordingly, we leverage the framework of image retrieval extraction and introduce three approaches. First, privacy preservation is strict and aims to protect personal data. Second, network traffic reduction. Third, minimizing feature matching time. Our simulation results associated with real-time experiments on a small-scale MEC server have shown the effectiveness of the proposed deep learning-based approach over existing schemes. The source code is available here: https://github.com/jamalalasadi/CNN_Image_retrieval. [ABSTRACT FROM AUTHOR]

Software applications (apps) have been playing an increasingly important role in various aspects of society. In particular, mobile apps and web apps are the most prevalent among all applications and are widely used in various industries as well as in people's daily lives. To help ensure mobile and web app quality, many approaches have been introduced to improve app GUI testing via automated exploration, including random testing, model-based testing, learning-based testing, and so on. Despite the extensive effort, existing approaches are still limited in reaching high code coverage, constructing high-quality models, and being generally applicable. Reinforcement learning-based approaches, as a group of representative and advanced approaches for automated GUI exploration testing, are faced with difficult challenges, including effective app state abstraction, reward function design, and so on. Moreover, they heavily depend on the specific execution platforms (i.e., Android or Web), thus leading to poor generalizability and being unable to adapt to different platforms. This work specifically tackles these challenges based on the high-level observation that apps from distinct platforms share commonalities in GUI design. Indeed, we propose PIRLTest, an effective platform-independent approach for app testing. Specifically, PIRLTest utilizes computer vision and reinforcement learning techniques in a novel, synergistic manner for automated testing. It extracts the GUI widgets from GUI pages and characterizes the corresponding GUI layouts, embedding the GUI pages as states. The app GUI state combines the macroscopic perspective (app GUI layout) and the microscopic perspective (app GUI widget) and attaches the critical semantic information from GUI images. This enables PIRLTest to be platform-independent and makes the testing approach generally applicable on different platforms. PIRLTest explores apps with the guidance of a curiosity-driven strategy, which uses a Q-network to estimate the values of specific state-action pairs to encourage more exploration in uncovered pages without platform dependency. The exploration will be assigned with rewards for all actions, which are designed considering both the app GUI states and the concrete widgets, to help the framework explore more uncovered pages. We conduct an empirical study on 20 mobile apps and 5 web apps, and the results show that PIRLTest is zero-cost when being adapted to different platforms, and can perform better than the baselines, covering 6.3–41.4% more code on mobile apps and 1.5–51.1% more code on web apps. PIRLTest is capable of detecting 128 unique bugs on mobile and web apps, including 100 bugs that cannot be detected by the baselines. [ABSTRACT FROM AUTHOR]

Students need to have a good understanding of occupational health and safety to avoid accidents during practical activities and in the workplace. To help with this, digital technology can be used to create learning materials and media that aid in achieving learning objectives. This study aimed to develop a mobile application that could be used as a learning resource during practical activities in workshops. The research was carried out at the Department of Construction and Housing Engineering in a Vocational High School in Surakarta, using the Alessi & Trollip research method. The development process consisted of three stages: Planning, Designing, and Development. The study employed various techniques, such as questionnaires, interviews, observation, and documentation, to collect research data. The study used interactive models to analyze qualitative data and descriptive statistics to analyze quantitative data. As a result, the learning resource created has a material suitability level of 90% and media suitability of 100%. User testing has shown positive results, with individual test scores averaging 90% and class test scores averaging 90.35%, which is rated as "very good." This study aims to provide an appropriate learning resource that addresses the identified problems. [ABSTRACT FROM AUTHOR]

Recognizing the roles that English vocabulary, social interaction, academic performance, and learning motivation play in language learning can be useful in chiefly enhancing EFL language acquisition. This research explores the challenges that the pre-college EFL students encounter while expanding their word learning knowledge, communicating in the social setting, academically performing, and maintaining learning motivation. To address these challenges, the study explores how a collaborative mobile learning approach can be used to address the challenges and improve language learning for pre-college EFL students. A total of 326 students participated in the study. Data were collected by using a self-developed survey questionnaire with predefined questions to avoid inconsistency in responses. Using the PLS-SEM approach on the collected data, the study identified several significant relationships among the accepted collaborative mobile learning approach, social interaction, motivation to learn English, and the outcome knowledge of new English vocabulary. However, the experiment established that motivation to learn predicted the relationship between mobile collaborative learning and increases in effective vocabulary scores in English as well as academic performance. These significant findings show the essence of creating a spirit of collaboration and a learning environment that focuses on mobile learning, students, and their motivation for effective learning of EFL language goals among pre-college students. As such, this study has important implications for teaching and learning processes in general and valuable implications for the teaching and learning of EFL in particular, offering practical suggestions as to how the educational process could be improved for learners, educators, educational administrations, and policymakers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Arabic Language Sciences & Literature / Maǧallaẗ ʻUlūm Al-Luġaẗ Al-ʻArabiyyaẗ Wa-Ādābi-hā is the property of Arab Journal of Sciences & Research Publishing (AJSRP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Background This research investigates the fundamental factors which may stymie or simplify the adoption of m-learning by medical college educators in Sudan. We made use of the Extended Unified Theory of Acceptance and Use Technology (UTAUT) with COVID-19 fear (CF) and social isolation (SIS) as exogenous components. Objective This research aims to find out factors impacting medical students’ behavioural intention to use mobile learning. Methods Data was gathered from 499 undergraduate learners from different universities in Sudan. Partial Least Square (PLS) and structural equation modeling (SEM) were used to examine the data. The results Showed that expected performance, effort expectancy (EE), social influence (SI), facilitation condition (FC), COVID-19 fear, and social isolation (SIS) are predictors of behavioural intentions (BI). In addition, our findings show that COVID-19 fear and social isolation increase student adoption of mobile learning during the COVID-19 epidemics in developing countries. Conclusions The study unveiled that the suggested framework, derived from UTAUT, effectively discerns the factors impacting students’ intentions in mobile learning during pandemics. Sudanese medical students’ can strategize and execute effective classroom environments based on these findings.

Reading is an important aspect of learning a language. One of the basic aspects of reading is the large vocabulary. Students' vocabulary acquisition can be obtained from the learning process. However, in the vocabulary learning process, problems are still caused by the limitations of the media used. The limited media used causes students' interest in learning to decrease. Responding to these problems, this research aims to develop mobile learning which can be used as an aid for learning the vocabulary of object names from gamelan musical instruments. In developing mobile learning, the research method used is research and development (R&D). The research subjects in this study are teachers, media experts, and material experts. Data collection techniques used interview techniques and questionnaire techniques. Sigamel mobile learning was developed based on analysis of problems, needs, and revisions based on expert validation results. The design validation results obtained a score of 4 from material experts in the good category while the score obtained from media experts was 4.7 in the very good category. The development of Sigamel mobile learning is worthy of being developed in Javanese language learning. The results of this research state explicitly that sigamel mobile learning can be developed into a tool for learning Javanese which focuses on noun vocabulary material. Therefore, teachers are advised to use sigamel mobile learning in learning.

Abstract The study aimed to perform a literature review to identify the trends, impacts, and challenges associated with the integration of microlearning and social media. A total of seven academic databases were used as sources for searching: Scopus, Web of Science, ACM, EBSCOhost, PubMed, ProQuest, and IEEE. A combination of keywords related to microlearning and social media was employed during the search process. No specific date limit was imposed, but only materials published in English were considered for inclusion. A total of 2312 articles were identified in the first phase of the search. Sixteen articles were selected during phase two after applying the inclusion and exclusion criteria. The reviewed studies encompassed various fields, including computing, programming, language, nursing, surgery, and radiology. Additionally, multiple social media platforms were identified, such as podcasts, chatbots, Facebook, Instagram, LinkedIn, MP3, TikTok, Twitter, YouTube, and Sina Weibo. The results indicate that the integration of microlearning and social media has the potential to enhance learning outcomes positively. These outcomes include increased learner satisfaction, expanded reach, improved learner engagement, and enhanced learning effectiveness. Additionally, the review highlights that the most significant benefits of combining microlearning with social media are increased reach and enhanced learner engagement.

This bibliometric research aims to evaluate previous academic work that has been carried out in the context of the use of mobile learning at school. Research method using bibliometric analysis from the Scopus Database. From the results of the analysis that has been carried out, it can be concluded that the two decades of analysis show significant growth in Mobile Learning studies, with 209 documents published by 98 sources and active participation from 602 authors, highlighting the synergy between individual and collaborative efforts in research that has a global reach. A special focus in 2020 illustrates the vital role of mobile learning in addressing educational challenges during the pandemic. The dominant contribution from Taiwan, especially through the National Taiwan University of Science and Technology and lead researcher Gwo-Jen Hwang, confirms the country's position as a leader in Mobile Learning research. Meanwhile, the journal "Computers and Education" emerged as the main source of literature. Topics such as motivation, augmented reality, mobile applications, mobile phones, surveys, and technology acceptance models show potential that has not yet been fully explored, promising innovations in mobile learning applications in schools.