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The purpose of this study was to examine the determinants of sport consumers' mobile ticketing adoption by the technology readiness constructs and quality–satisfaction–behavioral intentions framework. A total of 295 participants were included in the analysis. Data analysis was performed using structural equation modeling and PROCESS macro. A content analysis was conducted to provide further insight into the proposed model using open-ended responses. The findings indicate that consumers' technology readiness alone was not a positive driver of mobile ticketing but suggest a role for technology readiness in promoting mobile ticketing, combined with service quality, satisfaction, and online ticket purchasing. The importance and originality of this study are that it confirms the sport context as a unique and effective vehicle in advancing existing knowledge of consumers' ticket consumption behavior via self-service technology across various disciplines. Also, the findings can be used to set out recommendations for policy or practice aimed at facilitating and sustaining mobile ticketing consumption. [ABSTRACT FROM AUTHOR]

The paper investigated the usage of mobile technology in marketing academic libraries in developing countries. The main purpose, apart from awareness, is to look at how researchers are studying mobile technology in marketing academic libraries, what are the current issues investigated and what has to be the direction of the topic globally. The paper employed 23 research papers for systematic review. The findings reveal that academic libraries are aware of mobile technology and use it at various levels for academic library promotion, visibility, and teaching and learning. Factors influencing the use of mobile technology in marketing academic libraries were identified and further noted that little has been studied regarding mobile technology in marketing academic libraries and its performance in developing countries. [ABSTRACT FROM AUTHOR]

In this exploratory mixed‐methods study, we introduce and test our AI‐powered vocabulary learning system—ARCHe, which embeds four AI functions: (1) automatic feedback towards for pronunciation, (2) automatic feedback for towards handwriting, (3) automatic scoring for student‐generated sentences and (4) automatic recommendations. Specifically, our study of 140 students taught by six teachers in three primary schools in Singapore explores the links between these AI functions and students' learning engagement and outcomes via the analysis of their pre‐ and post‐tests, post‐surveys, focus group discussions and artefacts created via ARCHe. Results show improved Chinese character and vocabulary test scores after using ARCHe. Students' perceptions of ARCHe automatic recommendations and feedback towards pronunciation positively influence their emotional engagement. Also, students who perceived ARCHe automatic recommendations and feedback on handwriting more favourably than others reported greater cognitive engagement. Meanwhile, students whose groups created more sentences in classroom‐based collaborative learning than others were more likely to show learning gains. This study provides insights for learning designers and educators on AI's potential in language learning, with recommendations for future research directions. Practitioner notes What is already known about this topic AI‐enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes. Students' perceived usefulness of a mobile learning system positively influences their learning engagement. Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences. What this paper adds This study introduced and tested a self‐designed AI‐powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations). Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement. Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with greater complexity during group activities in class. By contrast, those viewing ARCHe recommendations as more useful than others did wrote shorter sentences. Students in groups that wrote more sentences during their class activities were more likely to show learning gains (unlike the non‐significant effects of home‐based individual activities). Implications for practice and/or policy This study contributes to the existing body of knowledge in AI‐enhanced language learning by showcasing how AI can empower mobile‐based vocabulary learning for young students. The study sheds light on specific AI functions that affect language learning engagement. The findings offer specific recommendations for classroom instruction and AI system upgrades and provide insights into the development of online language learning with AI. What is already known about this topic AI‐enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes. Students' perceived usefulness of a mobile learning system positively influences their learning engagement. Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences. What this paper adds This study introduced and tested a self‐designed AI‐powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations). Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement. Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with greater complexity during group activities in class. By contrast, those viewing ARCHe recommendations as more useful than others did wrote shorter sentences. Students in groups that wrote more sentences during their class activities were more likely to show learning gains (unlike the non‐significant effects of home‐based individual activities). Implications for practice and/or policy This study contributes to the existing body of knowledge in AI‐enhanced language learning by showcasing how AI can empower mobile‐based vocabulary learning for young students. The study sheds light on specific AI functions that affect language learning engagement. The findings offer specific recommendations for classroom instruction and AI system upgrades and provide insights into the development of online language learning with AI. [ABSTRACT FROM AUTHOR]

Beyond being classified as an educational tool, mobile phones are an inescapable part of teenagers’ lives, the interface for their “expanded self”. In Spain, the educational policy regarding the use of mobile phones in schools is vague, so it is interesting to know what teachers think about the educational relationship between mobile phones and adolescents. A qualitative approach was used to analyse the content of 10 focus groups in 10 Spanish secondary schools, in which 72 teachers participated. Six thematic cores were identified that characterise the educational image of mobile phones: regulations, their use in the school environment, students’ digital literacy, teachers’ digital competence, teachers’ demands for good use, and insights for the future. In conclusion, for teachers, mobile enhanced learning may remain a pipe dream unless young people are educated in digital literacy and the current educational policies regarding the use of these devices (for, against or indifferent to it) are clarified. As things stand, they represent an obstacle to be overcome in the Spanish education system. [ABSTRACT FROM AUTHOR]

AbstractThe local trains of Mumbai, known for their excessive crowding and cramped conditions, are a popular public transport system due to the vast spread of the network and cheap pricing. These trains are also used extensively by women due to the provision of exclusive segregated ladies’ compartments. However, women still need to negotiate with crowds, and push and jostle as they struggle to board and deboard trains. Through an ethnographic study of women’s experiences of travelling by trains, I examine how women learn to be mobile and teach others, such as their children, to navigate the local train system. Analysing women’s narratives of how they learnt to use trains, I find that teaching mobility and teaching gender go hand-in-hand, as women simultaneously internalise codes of appropriate femininity to protect themselves from physical and sexual harm, but also subvert mainstream femininities, as they embark on their everyday train journeys. [ABSTRACT FROM AUTHOR]

The use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid‐19 pandemic. Mobile phones often have high levels of ownership in low‐income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data‐heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy‐focused initiative for primary‐aged learners carried out in Kenya as part of the Tusome programme and through the SMS‐based M‐Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost‐effective in comparison with educational technology interventions in similar contexts. The findings show that this low‐connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low‐connectivity contexts. Practitioner notes What is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption. What is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption. [ABSTRACT FROM AUTHOR]

The study focuses on mobile learning at universities, with emphasis on the changes brought by the quarantine during the COVID-19 pandemic (the first and the second wave) in which only distance education was possible. The participant sample consisted of Slovak university students (N = 48; age 20–25 in 2020 and N = 45; age 20–25 in 2021). Qualitative design and narrative method were chosen to find out the individuals' experience of concrete events embedded in a socio-cultural context. The data was analyzed using a holistic-content perspective in combination with a thematic analysis. The results showed the key moments linked to the university students' experience in the first wave of the COVID-19 pandemic: nostalgia, shock – sudden change, and adaptation. In the second wave of the COVID-19 pandemic, the key moments were: nostalgia, uncertainty, and short-term planning. The important phases for the sustainability of m-learning were related to the comparison between nostalgia, the recovery from the shock after a sudden change in lifestyle, and the adaptation to new living conditions. This was reflected in the key topics focused on the main phases, with an accent on life enjoyment, self-centring, and stress before the COVID-19 pandemic. The paper fulfills the gap in the research focused on understanding students' feelings, attitudes, values, and use of m-learning during forced distance education. Qualitative design research allowed going deeper into students" psychological aspects during national quarantine. The results allow us to prepare the universities and state policies on working with students during future crises and emphasize sustainable mobile learning. [ABSTRACT FROM AUTHOR]

In the realm of marine intelligence, effective ship classification across vast oceanic expanses is pivotal. Despite strides in conventional identification techniques, existing methods exhibit limitations in terms of effectiveness, robustness, and overall performance. This paper introduces a novel Elephant Herd optimization based Spiking Neural Networks (EHO-SNN) for discerning large ships, small vessels, and the absence of ships. Initial satellite images from the Airbus dataset capture ships at sea, subjected to preprocessing via the wavelet transform-based Retinex algorithm (WRA) to eliminate noise and fog artifacts. Deep learning mobile net facilitates feature extraction, while the Elephant Herd algorithm culls irrelevant features, honing in on the most pertinent ones. Finally, the classification through a spiking neural network, distinguishing between large ships, small vessels, and the absence of ships. Detected large and small ships are accurately positioned within a selected scene, while the absence of a ship terminates the process. The Proposed EHO-SNN model attains an impressive classification accuracy of 99.10%. Notably, it surpasses OMRCNN-SHD, Efficient Net, and AN-YOLOv4 by 1.15%, 12.30%, and 7.79%, respectively, thereby advancing overall accuracy in ship classification. [ABSTRACT FROM AUTHOR]

Previous reading research on incidental word learning as product and process has largely employed computer- or paper-based delivery methods. The present study uses a novel combination of offline and online measures to examine the effects of mobile media (mobile phone and tablet) compared to traditional media (paper and computer) on incidental L2 word learning from reading at three stages: the acquisition outcome, the acquisition process, and the posttest recall. One hundred fifty-six participants were assigned to one of the four media conditions with their eye movements recorded. We examined the acquisition outcome using form recognition, meaning recognition, and meaning recall posttests. We examined the acquisition process using summed first fixation duration, summed gaze duration, and summed fixation time. We used response time to examine the posttest recall. Our results show that mobile-assisted reading yielded an equivalent performance in word learning accuracy, allocated visual attention, and response time compared with paper-based reading that still presents a small advantage. Lower performance in one dimension of accuracy and two dimensions of attentional allocation suggest less efficiency in word learning from computer-assisted reading. This study presents a new research direction and cognitive evidence of the effectiveness of mobile-assisted language learning in word learning. We critically discuss the limitations of this study and provide suggestions for future research. [ABSTRACT FROM AUTHOR]

This article describes the design and implementation of a training model on Multimodal Mobile-Assisted Language Learning (M-MALL) for EFL pre-service (PSTs) teachers. Albeit EFL teachers' positive attitude towards technology integration into language teaching, they may still lack guidance and support on how to implement mobile technologies in their teaching contexts. Based on these, a training model to integrate M-MALL into PST education was suggested. An M-MALL training program was developed for the purposes of the study based on the needs, related literature, and the gap stemming from the lack of training opportunities in PST education. 16 PSTs studying in an ELT Department in Turkey participated. Following the implementation of a systematic eight-week training, participants were asked to write reflections on the training they received. The PSTs, in general, reported positive views on receiving training. Receiving such thorough training resulted in many gains for the participants such as improvement in teaching skills, expanding perspective on effective mobile technology integration, and being up to date as a teacher. The results have implications for language teachers and curriculum designers, and the suggested model provides a guideline for PST educators and language practitioners who would like to improve teaching competencies in a digital world. [ABSTRACT FROM AUTHOR]

Previous research has documented that students' reading comprehension performance in learning English as a foreign language (EFL) differs greatly between mobile-assisted and paper-based reading. The present study extends previous work by investigating whether reading cognitive load differs between mobile-assisted and paper-based EFL reading processes and exploring whether cognitive load mediates the relationship between reading medium and EFL reading comprehension performance. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 191 first-year college students. A repeated-measures analysis of variance (ANOVA) indicates that cognitive load is significantly greater for mobile-assisted EFL reading than for paper-based EFL reading. In addition, structural equation modeling analyses indicate that cognitive load fully mediates the relationships between medium and reading comprehension performance; these mediation effects are independent of the level of English language proficiency. These results imply that cognitive load is a pivotal factor influencing students' reading comprehension across media. Reasons for differences in reading cognitive load and its role as a mediator are discussed. Recommendations for promoting students' reading experience on mobile phones are provided. [ABSTRACT FROM AUTHOR]

This study introduced an app, called Smart UEnglish, for helping EFL conversation practices in authentic contexts. These conversation practices were categorized into 'designed talk' and 'free talk', based on the content of an English textbook and authentic ambient environment that includes such things as transportation, weather and scenic descriptions, respectively. The mechanisms in Smart UEnglish were designed in consideration of flexible, sustainable and adaptive conversations to improve English-speaking and lexical resources. Statistical analysis results show that the learning achievement of the experimental group is significantly higher than that of the control group. Moreover, both 'designed talk' and 'free talk' have significant positive correlations with learning achievement. Further analysis with stepwise multiple regression found that 'designed talk' plays the most important role and can significantly influence learning achievement. This is because 'designed talk' can motivate them to practice what they learned in class during their daily conversations and consolidate the understanding and applying of English vocabularies and sentence patterns through 'designed talk'. According to interview records, participants also perceived that using Smart UEnglish for conversation practice in authentic contexts can stimulate their interests and ideas to think and practice more useful English conversation. Hence, Smart UEnglish can effectively help English-speaking and conversation in authentic contexts anytime and anywhere. [ABSTRACT FROM AUTHOR]

With the rapid development of mobile technology, its application in the educational sector, particularly in learning analytics, has garnered increasing attention. The widespread adoption of modern mobile devices has introduced new opportunities for educational assessment. However, challenges remain in effectively utilizing these technologies for educational assessment. Current research predominantly focuses on data collection and analysis, yet the methods employed are limited in scope and application. This study aims to address these gaps by exploring data collection methods and teaching assessment approaches based on mobile technology. The objective is to contribute new perspectives and methodologies that modernize educational assessment. Through an in-depth analysis of the application of mobile technology in educational assessment, this study seeks to provide educators with scientifically grounded assessment tools and strategies, enabling more precise teaching management and personalized education. [ABSTRACT FROM AUTHOR]

Home appliance manufacturers are increasingly focusing on building smarter home systems by incorporating user feedback to enhance products and services. To support this, we designed a federated learning (FL) system that includes a reputation mechanism to help manufacturers leverage customer data to train machine learning models. First, it downloads the initial model provided by the manufacturer and trains it with local data. Then, it asks customers to sign their models and upload them to the blockchain. To protect customer privacy, we implemented differential privacy and introduced a new normalization technique. In addition, we also attract more customers to participate in crowdsourced FL tasks by rewarding their contributions, thereby ensuring that the datasets for model training are robust and diverse. This system not only promotes collaboration between customers and manufacturers, but also facilitates the development of more responsive and smarter home appliance systems through advanced FL and blockchain technologies. [ABSTRACT FROM AUTHOR]

The acceptability of technology is an essential factor to consider, particularly in frontier areas that encounter challenges related to availability and limited educational resources. This study aims to evaluate the acceptance of physics learning tools in a virtual laboratory (V-Lab) platform, utilizing the POGIL strategy, referred to as the Physics Funbased mobile application. Mobile learning refers to the learning process carried out through mobile devices such as smartphones. The implementation took place at a senior high school located in West Papua Province, one of Indonesia's frontier areas, with 136 students participating. The Technology Acceptance Model (TAM) and Theory of Reasoned Action (TRA) were employed in this quantitative study. Structural Equation Modeling (SEM) was implemented for data analysis. The findings indicated that Attitude (ATT) and Behavioral Intention (BI) were significantly influenced by Perceived Ease of Use (PEU) and Subjective Norm (SN), respectively, while Perceived Usefulness (PU) did not have a direct effect on ATT. As a result, to enhance the acceptance of technology, teachers and technology developers should prioritize enhancing ease of use and reinforcing social factors. This should be done with a particular emphasis on the social benefits and simple accessibility of technology in the learning process, particularly in frontier areas. [ABSTRACT FROM AUTHOR]

This study analysed the content of 30 in-service primary school music teachers' lesson plans for mobile music creation during a 5-week professional development course from 2019 to 2022 in Hong Kong. During the course, the teachers were taught by the researcher on how to use the mobile application GarageBand in their instructional design for classroom music teaching. Various mobile learning pedagogies were discussed during the course to facilitate listening, performing and creating in music teaching and learning. As a learning outcome of this course, the teachers were asked to upload their lesson plans to the Knowledge Transfer website to exchange ideas for further discussion and professional sharing with other in-service teachers from their respective schools. The purpose of this study was to provide an analysis of their teaching plans based on previously published research on mobile learning and motivation. This study aimed to a) deepen the understanding of music lessons in mobile music creation, and b) analysing the lesson plans and suggesting how different teaching strategies and approaches can be used in classroom teaching. Based on the results of the study, a pedagogical model is proposed as a reference point for knowledge exchange in the research and practice of music education. [ABSTRACT FROM AUTHOR]

Education is one of the many sectors in which augmented reality has been successfully implemented. To determine how Augmented Reality (AR) supports education, this bibliometric study analyzes 1734 articles extracted from the Scopus database between 2010 and mid-2023. The study aimed to determine patterns in productivity, authorship and collaboration patterns, publications, citation structures, general research tendencies, and bibliographic coupling. Biblioshiny and VOSviewer were employed in this investigation. The outcomes of the study indicate an ongoing trend of increasing publication counts or more contributions since 2016, and still a trending topic studies on interactive learning environments and AR in education and knowledge constitute niche areas, while epidemiology, science education, and mobile augmented reality are important research topics that were underdeveloped and indicate a relationship that is both emerging and declining, based on a thematic analysis of the papers. Furthermore, the outcomes demonstrate that the USA, Spain, and the United Kingdom have the strongest global cooperation despite the USA writing more articles. To offer an ideal road map for scholars who would like to carry out research in this area, this paper also looks at the trendsetting in augmented reality in education. [ABSTRACT FROM AUTHOR]

Programming is a major subject in various Information Systems (IS) programs, with students often finding it a challenging skill to acquire. While there is extensive literature on factors helping students learn to program, most of which focuses on non-IS students. Due to the increasing demand for professionals with programming skills, there is a pressing need for further research on factors that could enhance learning programming skills at the higher education level. One promising approach to address this issue involves examining students' internal characteristics, their programming self-efficacy, and its connection to instructional methods that can enhance it. This study adopted a quantitative research design to evaluate students' programming self-efficacy. A survey was conducted to measure students' beliefs in their programming competence and engagement in various instructional activities, including the value they attributed to learning programming, the time spent practicing, and the frequency they sought guidance from teaching assistants (TA). Through a hierarchical multiple regression analysis, this work investigated how these mentioned variables could predict student-programming self-efficacy. The results indicated that the value students placed on learning programming emerged as the most significant predictor for programming self-efficacy. On the other hand, there was no substantial evidence that the practice time or consulting TA predict programming self-efficacy and the practice time or consulting TA. These findings suggest that educators and instructional designers need to emphasize the practicality and importance of learning how to program to enhance students' perceived value. [ABSTRACT FROM AUTHOR]

The rapid proliferation of mobile technology and its widespread integration in education, particularly in language instruction and acquisition, as well as its effectiveness in facilitating collaborative learning, have recently sparked a surge in research focused on collaborative mobile-assisted language learning (C-MALL). This review sought to delineate the current landscape of literature on C-MALL practices, pinpoint research trends, and propose avenues for future research while providing valuable insights for C-MALL pedagogical strategies. To achieve this objective, the review adhered to the PRISMA protocol, analyzing 72 studies sourced from five databases following stringent inclusion and exclusion criteria. Key findings encompassed: (1) an escalating yearly publication trend on C-MALL practices, with a substantial spike observed post-2019; (2) a dominant contribution from Asian nations in terms of publication volume; (3) a prevalence of studies conducted in higher education settings employing mixed-method or quantitative methodologies on small sample sizes over short durations; (4) C-MALL designs predominantly leveraging social media collaborative learning platforms via smartphones; and (5) the most prominent keywords being motivation, writing, and engagement. The implications of these findings for both researchers and educational practitioners were thoroughly deliberated upon as per the review outcomes. [ABSTRACT FROM AUTHOR]

Mobile learning has gained significant recognition for its beneficial effects on learning across various dimensions. Nonetheless, ensuring consistent learner acceptance of mobile learning remains a critical factor to address. This meta-analysis study is the first comprehensive examination of critical antecedents impacting learners' perceived usefulness and perceived ease of use of mobile learning within the Technology Acceptance Model. This study undertook a comprehensive analysis of prior research conducted in both English and Chinese languages during the last 22 years. The aim was to build the Integrated Mobile Learning Acceptance Model utilizing a one-stage meta-analysis structural equation model. Five major antecedents of perceived usefulness and perceived ease of use were identified, and the moderating effects of education level, region, and culture were revealed. The resulting model provides a cohesive framework for understanding the factors that influence learners' intention to use mobile learning across various contexts. At the same time, the results of the study contribute to the advancement of theory in mobile learning acceptance and have practical implications for the design and evaluation of mobile learning. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the effect of mobile learning supported science teaching on eighth grade students' Science, Technology, Engineering and Mathematics fields and Information Technologies Self-Efficacy and to determine students' views on this process. For this purpose, a quasi-experimental design with pre-test post-test control group was used in the study. The study group consisted of a total of 45 students, 25 in the experimental group where the mobile learning supported 5E learning model was applied and 20 in the control group where the 5E learning model was applied. The applications in the experimental and control groups took place in a total of four weeks. Science, Technology, Engineering and Mathematics Career Interest Survey, Information and Communication Technologies Self-Efficacy Perception Scale and semi-structured interview form were used as data collection tools in the study. As a result of the analysis of the data obtained; it was determined that mobile-assisted science teaching had a positive effect on eighth grade students' STEM interests and self-efficacy levels. In addition, students stated that mobile-assisted science teaching increased the retention of knowledge, facilitated understanding of the lesson, and was instructive and fun. Depending on the results obtained from the research, it was suggested that mobile assisted science teaching should be used in different units of the Science course in order to see the effect of mobile assisted science teaching on different variables more clearly. [ABSTRACT FROM AUTHOR]

Podcasts as a mobile learning platform to augment surgical expertise and dialogue have been embraced by many surgical educators and learners. Podcasts are digital audio files that can be streamed or downloaded from the internet to individual devices. Surgical podcast literature was appraised with a search using the keywords ‘surgery’ AND ‘podcast’ in the PubMed database which found 639 results with titles and abstracts screened to identify and review 28 relevant articles. This narrative review explores podcast origins, aims, structure and availability for diverse surgical audiences. It also appraises quality, strengths and limitations, highlighting optimal surgical podcast features. Finally, it proposes how to better implement podcasts into surgical training and clinical practice. [ABSTRACT FROM AUTHOR]

Introduction: Mobile learning has gained significant attention in medical education in recent years. The COVID-19 crisis has further accelerated its adoption. A lack of research on student perceptions of mobile learning during pandemics limits strategies for maintaining education during these times. This study examines the perceptions of medical students in Iran regarding the mobile learning during COVID-19. It is imperative that these perceptions are understood to optimize mobile learning effectiveness in medical education during disruptions. Method: A cross-sectional study was done in 2022 among 785 medical students in Iran who spent summer semester. Convenience sampling was used to select the sample. We used Biswas et al.'s scale for measuring medical students' perceptions of mobile learning during pandemics. Face and content validity was determined by qualitative methods. Internal consistency was measured with Cronbach's Alpha (0.79). Data was collected through an online questionnaire. To analyze the data, descriptive and analytical statistics were conducted with SPSS software at a significance level of p<0.05. Results: In total, 1,200 medical students were asked to complete the survey, and 785 responded, resulting in a 65.4% response rate. Mobile learning has been embraced by majority of medical students, with Android devices being used the most frequently. They also have frequent access to the internet, and they rely on a wide range of apps and platforms for academic purposes. Students perceive mobile devices to be highly advantageous for improving subject knowledge (Mean = 4.71±0.58), accessing study materials (Mean = 4.44±0.75), and providing flexible learning opportunities (Mean = 4.40±0.79). Despite this, participants were less confident about the ability of mobile devices to assist with specific study problems (Mean = 3.12 ± 1.28), facilitate class discussions (Mean = 3.33 ± 1.38), and overcome screen size limitations (Mean = 3.32 ± 1.38). Conclusion: Medical students in Iran have widely adopted mobile learning and perceive it as beneficial for acquiring knowledge, accessing material, and being flexible during COVID-19. M-learning's effectiveness in specific learning activities must be investigated in further research, and concerns regarding problem-solving, discussion facilitation, and screen size limitations should be addressed. [ABSTRACT FROM AUTHOR]

This study initially undertook a scoping review of mobile Computer-Supported Collaborative Learning (mCSCL) to determine the characteristics, and methodologies of the reviewed studies, and its benefits and challenges in resource-constrained nations. Online databases yielded no related articles on mCSCL in resource-constrained countries from 2007 to 2023. Nevertheless, 32 papers centred on mobile learning (m-learning) in resource-constrained countries were identified. Findings from the research questions encompass the theoretical framework used, the study context, sample size, and research design of the reviewed articles; and the benefits, and challenges of m-learning in resource-constrained countries. Implications for future m-learning and mCSCL studies in resource-constrained countries are considered. These include focussing on the benefits of m-learning as a basis to foster its implementation in the region, while providing adequate measures to mitigate its challenges, potential areas for investigation, such as research situated in resource-constrained countries in South American and Eastern Europe and research on aspects of m-learning such as mCSCL, more strategically focussed research interventions utilising available mobile infrastructure in developing countries, studies grounded in established theoretical frameworks and seminal studies on research methodology to inform research design. [ABSTRACT FROM AUTHOR]

This paper’s aim is to conduct a systematic review of the state of scholarly research on smart mobile learning acceptance (SMLS) and suggest areas for future research. Fifty-five papers from 2019 to 2022 were used for the systematic literature review. The theories of the SMLS acceptance, publication patterns by region, industry, sample type, as well as the study methodology obtained from content analysis are presented. The results revealed about 18 different theories were identified with TAM being the most frequently employed model (n = 23). Three different methods (quantitative, qualitative and mixed-method) were used by the scholars, with questionnaire survey being the main method used to collect data (n = 50). Most of the researchers used structural equation modelling (SEM) to analyse their data. The Asian region has the most studies on SMLS (n = 33), while the education industry happens to be the main focus of the researchers (n = 45). This study's findings may be utilized to enrich theoretical and methodological advancements, as well as to provide important insights for policy creation by developing strategies and frameworks for the acceptance of SMLS. By putting all the relevant knowledge of SMLS together from diverse industries, this study enhances the academic landscape. [ABSTRACT FROM AUTHOR]

Mobile technologies are expected to provide many benefits for teacher reflection during teaching practice. However, empirical studies on these outcomes are still scarce. In an experimental field trial, we tested the effects of different variants of a mobile portfolio app on the development of pre-service teachers’ self-reported reflective ability, their orientations to learning to teach (e.g. developing ideas through discussion), and the interaction between their use of the mobile portfolio and orientation with regard to the development of reflective ability. Although there were only small direct effects of using the mobile app to foster reflective ability, the use of the app seemed to enhance the willingness to develop ideas for teaching practice through discussion and communication with mentors. These orientations were positively correlated with reflective ability; however, they showed no moderating effect on reflective ability when using the app. [ABSTRACT FROM AUTHOR]

In this study, we consider the extended optimal control problem and search for a control function in the class of feasible functions for a real control object. Unlike the classical optimal control problem, the control function should depend on the state, not time. Therefore, the control synthesis problem for the initial-state domain should be solved, instead of the optimal control problem with one initial state. Alternatively, an optimal trajectory motion stabilisation system may be constructed. Both approaches—control and trajectory motion stabilisation system syntheses—cannot be applied to real-time control, as the task is too complex. The minimum threshold of quality criteria is searched for in the space of mathematical expression codes. Among other problems, the search space is difficult to define and the gradient is hard to determine. Therefore, the advanced control object model is used to obtain a feasible control function. The advanced model is firstly obtained before solving the optimal control problem and it already includes a trajectory motion stabilisation system; in particular, this stabilisation system is synthesised in advance at the control system design stage. When the optimal control problem appears, it is solved in real time in the classical statement, and a control function is searched for as a function of time. The advanced control object model also uses the reference model to generate the optimal trajectory. The search for the optimal control function is performed in real time and considers the synthesised stabilisation system of motion along a determined trajectory. Machine learning control via symbolic regression, namely, the network operator method, is used to directly solve the control synthesis problem. An example solution of the optimal control problem, with an advanced model moving in the environment with obstacles for a group of two mobile robots, is presented. The obtained solution is a control function for a reference model that generates a trajectory from a class of trajectories stabilised with the object's control system. [ABSTRACT FROM AUTHOR]

In the context of globalization and rapid advancements in information technology (IT), the application of educational technology in higher education has become increasingly prevalent. Particularly in university English teaching, mobile interactive applications have emerged as a significant teaching model. These applications transcend the constraints of time and space, providing students with a flexible learning environment that promotes interaction between teachers and students, thereby enhancing learning outcomes. However, existing research has primarily focused on the technological development and effectiveness evaluation of mobile interactive applications, neglecting the impact of student interaction and trust on learning outcomes. Additionally, there is a lack of dynamism and personalization in the recommendation of educational resources and study partners. This study constructs global and local dynamic trust models for mobile interactions, calculates trustworthiness based on mobile interactive behaviors, and integrates mobile interaction trust relationships and behaviors with a dynamic English recommendation algorithm, thereby providing a new theoretical framework and a practical approach for university English teaching, aiming to enhance the teaching effectiveness and improve students' learning experiences. [ABSTRACT FROM AUTHOR]

In many educational institutions, the adoption of mobile learning continues to be a growing topic. As has been considered recently, wireless technologies are currently employed by mobile technology to spread and exchange data via thinking, communicating, exchanging, and understanding. As a consequence, merging mobile technologies into teaching and learning can enhance the ambiance in higher education. Thus, the purpose of this investigation is to implement mobile learning to examine students' applications in the framework of educational technology. The use of mobile technologies in STEM education is always efficient and engaging for the students. According to its potential to redefine traditional classroom learning paradigms, the inclusion of cellular phones into STEM (science, technology, engineering, and mathematics) education has drawn significant interest. Three artificial intelligence education (AIEd) paradigm structures are utilized to narrow our exploration of how AI is influencing the STEM sectors. An established cross-disciplinary topic of research dealing with leveraging arti- ficial intelligence (AI) approaches to improve training is defined as AIEd. There seems to be an increasing desire to harness AIEd's promise to tackle academic barriers in STEM fields. The implications of mobile phones on the educational outcomes of students in STEM education settings are explored in this study. By performing a deep review of existing scholarship and empirical investigation, we look for the impact of mobile devices, functions, and platforms on pupil engagement, understanding, and performance in multifaceted STEM fields. A learning approach entitled STEM Project-Based Learning merges project-based curriculum design with the STEM approach to education. As a whole, pupils' science and technology literacy were improved by the STEM mobile learning package on the ecosystem. Certain learning packages deserve to be studied isolated, while others might be given outright during offline or personal conversations. [ABSTRACT FROM AUTHOR]

A new platform for learning in a mobile environment was established by improvements in e-learning technologies. However, probably because of the low level of interactive learning content, many of the concepts in mobile-based learning environments have begun struggling to engage students. Therefore, this study paper proposes an augmented reality (AR) technique for the enhanced interactive learning experience for the students. A new platform for learning in a mobile environment was established by innovations in e-learning technologies. Unsurprisingly, owing to a tiny amount of interactive learning content, many of the concepts in mobile-based learning environments are now underperforming to engage students. To erect the mapping process for mobile task learners and empower the software of AR through mobile with the parameter, the deployment of mobile learning parameters is also appreciated. This study analyzes how AR could impact traditional learning methodologies by using mobile devices to combine digital information with actual surroundings. It achieves this by carrying out an in-depth evaluation of the most current research and an analysis of case studies. In regards to considerable accomplishments, AR in mobile learning might improve student engagement, boost experiential learning, and support better knowledge retention. The publication additionally includes implementation-related diffi- culties for AR, such as technological barriers and the prerequisite for revised instructional schemes. The study finalizes with proposals for future research to advance our comprehension of and enhance the value of AR applications in educational contexts and additionally suggests to educators and developers how to fully utilize the beneficial features of AR in mobile learning. [ABSTRACT FROM AUTHOR]

Edge computing has much lower elasticity than cloud computing because cloudlets have much smaller physical and electrical footprints than a data center. This hurts the scalability of applications that involve low-latency edge offload. We show how this problem can be addressed by leveraging the growing sophistication and compute capability of recent wearable devices. We investigate four Wearable Cognitive Assistance applications on three wearable devices, and show that the technique of offload shaping can significantly reduce network utilization and cloudlet load without compromising accuracy or performance. Our investigation considers the offload shaping strategies of mapping processes to different computing tiers, gating, and decluttering. We find that all three strategies offer a significant bandwidth savings compared to transmitting full camera images to a cloudlet. Two out of the three devices we test are capable of running all offload shaping strategies within a reasonable latency bound. [ABSTRACT FROM AUTHOR]

Path planning is one of the main focal points and challenges in mobile robotics research. Traditional ant colony optimization (ACO) algorithms encounter issues such as low efficiency, slow convergence, and a tendency to become stuck in local optima and search stagnation when applied to complex dynamic environments. Addressing these challenges, this study introduces an adaptive deep ant colony optimization (ADACO) algorithm, which significantly improves efficiency and convergence speed through enhanced pheromone diffusion mechanisms and updating strategies, applied to global path planning. To adapt to dynamically changing environments and achieve more precise local path planning, an asymmetric strategy network TD3 algorithm (ATD3) is further proposed, which utilizes global path planning information within the strategy network only, creating a new hierarchical path planning algorithm—ADACO-ATD3. Simulation experiments demonstrate that the proposed algorithm significantly outperforms in terms of path length and number of iterations, effectively enhancing the mobile robot's path planning performance in complex dynamic environments. [ABSTRACT FROM AUTHOR]

This study explored the gamified experiences of Grade 8 students in MAPEH classroom using game elements of the mobile game, Mobile Legend, Bang! Bang! (MLBB) This study used qualitative research design, and cluster sampling was utilized. 40 students were invited to participate in a semi-structured interview to describe their experiences in the gamified classroom. The interview results were gathered, analyzed, and coded into main themes such as: gamified elements, positive experiences in gamified classroom, negative experiences in gamified classroom and suggestions for improvement. This study proved that the use of gamification in the classroom provided fun and interesting experiences as compared to traditional classroom. The participants mainly have positive experiences in the gamified classroom. They described gamification as motivating, fun, engaging, and interesting. Additionally, the study showed that gamification was effective in increasing motivation and engagement level of the students in the classroom. The study recommended teachers to adopt the game elements of MLBB in other subject areas and grade levels. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Mobile devices face significant security challenges due to the increasing proliferation of Android malware. This study introduces an innovative approach to Android malware detection, combining Support Vector Regression (SVR) and dynamic feature analysis to address escalating mobile security challenges. Our research aimed to develop a more accurate and reliable malware detection system capable of identifying both known and novel malware variants. We implemented a comprehensive methodology encompassing dynamic feature extraction from Android applications, feature preprocessing and normalization, and the application of SVR with a Radial Basis Function (RBF) kernel for malware classification. Our results demonstrate the SVR-based model's superior performance, achieving 95.74% accuracy, 94.76% precision, 98.06% recall, and a 96.38% F1-score, outperforming benchmark algorithms including SVM, Random Forest, and CNN. The model exhibited excellent discriminative ability with an Area Under the Curve (AUC) of 0.98 in ROC analysis. The proposed model's capacity to capture complex, non-linear relationships in the feature space significantly enhanced its effectiveness in distinguishing between benign and malicious applications. This research provides a robust foundation for advancing Android malware detection systems, offering valuable insights for researchers and security practitioners in addressing evolving malware challenges. [ABSTRACT FROM AUTHOR]

In this study, we propose a model called LFSPN, which serves as an extension of stochastic Petri nets dedicated to the multi-agent systems paradigm. The main objective is to specify, verify, validate, and evaluate the flow of materials within an automated production chain. We illustrate the practicality of our model by engaging in a systematic process of modeling and simulation of a production chain involving material flow. To evaluate the performance, we employ a mobile learning agent, which has distinct characteristics, namely mobility and learning. So, the distinctive characteristics of the learning agent are manifested in two key behaviors: mobility and learning. Notably, the learning agent is equipped with a flexible learning algorithm that integrates stochastic elements based on transitions. We suggest using a MATLAB simulation to determine the firing time of each transition within a sequence, guided by three different probability laws (exponential, normal, and log-normal). This sequence is designed to optimize the production process objective while facilitating learning cycles through agent rewards, specified by a production and consumption of tokens in our evolving model. We validate the effectiveness of our model by performing a comparative analysis with similar existing works. The advantages of our LFSPN model are twofold. Firstly, it offers a representation with two levels of abstraction: a graph representing the classic components of an SPN, and an additional layer encompassing the learning and migration aspects inherent to a mobile learning agent. Secondly, our model stands out for its flexibility and simulation simplicity. [ABSTRACT FROM AUTHOR]

This study investigated the impact of mobile apps on language learning, focusing on the improvement of linguistic competencies and student motivation. Five popular applications (Duolingo, Babbel, Rosetta Stone, Memrise, and Busuu) were analyzed in an experimental group through standardized tests and qualitative evaluations, before and after a study period. The results showed that students who used these apps experienced significant improvements in their language skills compared to a control group. Interactivity, personalization and gamification were identified as the main contributions to these positive outcomes, with gamification highlighted as a crucial driver of motivation. Nonetheless, the study also emphasized the need for a more robust pedagogical design in the apps to equitably address all language areas. [ABSTRACT FROM AUTHOR]

E-learning is the process of sharing knowledge out of the traditional classrooms through different online tools using internet. The availability and use of these tools are not easy for every student. Many institutions gather e-learning feedback to know the problems of students to improve their systems. In e-learning systems, typically a high volume of electronic feedback is received every day. In order to respond to feedback quickly and to address the issues raised by the stakeholders timely, it is desirable to provide an intelligent and automatic classification of the feedback. This study proposes a feedback classification model, named "ACME: Automated Classification Model for E-learning Feedback" to fulfill this need. The proposed model is capable of both sentiment analysis and category classification of the feedback. In this regard, feedback from 20,000 records has been collected from many online sources, such as social media platforms, surveys, and questionnaires. To build a baseline corpus, these feedbacks were analyzed and characterized in two dimensions, that is category and sentiment. The model achieved an accuracy of 98% and 99% by using a Random Forest and Decision Tree classifier, respectively. [ABSTRACT FROM AUTHOR]

This study developed a VR-based mobile learning system to simulate the natural environment of a geopark for university students to learn geological knowledge. This learning method used a Google cardboard equipped with smartphones, where students can watch stereoscopic scenes and experience virtual environments as if visiting the geopark. In order to evaluate the learning effectiveness of the proposed system, we collected the learning outcomes, learning motivation, and cognitive load of students before and after the learning activity. The results indicated that students had significantly better learning achievement in their comprehension ability and learning motivation after using the proposed system. Therefore, it can be inferred that the VR-based mobile learning system not only helps students restructure knowledge and improves their comprehension skills but also enhances their learning motivation tendencies. In addition, the results showed that the students did not have high intrinsic and extraneous cognitive loads but had a high germane cognitive load. This finding implies that the proposed system can promote students' learning without overloading their working memories. [ABSTRACT FROM AUTHOR]

AbstractThis article examines the use of mobile dictionary and/or machine-translation (MT) apps to facilitate the learning of (semi-)technical music words. A total of 93 Chinese students were randomly assigned into three groups (31 each): the Dictionary Group, the MT Group, and the Dictionary + MT Group. They translated sentences containing the target semi-technical or technical words with the help of mobile dictionary or MT apps or both. It was found that the Dictionary Group had the best retention rates of semi-technical and technical words; the Dictionary + MT Group was in-between; and the MT Group had the worst retention rates. Analysis of dictionary look-up behaviors further showed that the Dictionary Group looked up twice as many (semi-)technical words as the Dictionary + MT Group. These findings are explained from the perspective of Cognitive Load Theory to show how the Dictionary Group had the best level of mental resources germane to vocabulary learning. Despite the inter-group differences of retention rates, perception surveys showed that the groups did not differ in their attitudes towards the dictionary or MT apps, suggesting that student performances and perceptions were misaligned. Based on the research findings, the article offers pedagogical implications for mobile-assisted learning of specialized words. [ABSTRACT FROM AUTHOR]

Education for sustainability refers to educational policies that focus on shaping a sustainable future. Mobile learning software refers to the use of mobile applications through smart devices for promoting online learning. However, the effectiveness of such software in learning for sustainability depends on users' intention to adopt it. While there is growing interest in using mobile technology for sustainability education, empirical evidence on how personalized mobile software can influence users' attitudes and behaviors toward sustainable practices is limited. Thus, this study investigates the factors that affect users' acceptance of mobile learning technology in sustainability education, by integrating environmental awareness and personalization strategies into a modified model based on the unified theory of acceptance and use of technology (UTAUT). A total of 120 users participated in the survey. An empirical analysis of data was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the relationship between the variables of the model. The results showed that both environmental awareness and personalization strategies had a significant effect on users' behavioral intentions. In addition, hedonic motivation and habit exerted an effect on behavioral intention, contrary to effort expectancy and social influence. These findings confirm that a personalized mobile learning application related to environmental issues reveals as a powerful tool for supporting environmental education since such software appears to have high acceptance by the user. The significance of the study lies in its potential to inform the design and development of personalized mobile applications for sustainability education. The study contributes to the creation of more effective mobile applications that promote sustainable behavior and contribute to a more sustainable future by identifying the elements that influence user acceptance. [ABSTRACT FROM AUTHOR]

In the modern study circle, the topic of digitization in education and its impact on learning is one of the most important issues. The purpose of the study is to analyze the impact of the use of digital platforms on the study and development of English language skills in teenagers. This study also aims to fill a gap in the field of language education and psycholinguistics, particularly the aspect of word recall, using the application of a mobile digital platform for practice. Existing studies have generally emphasized the importance and effectiveness of traditional language learning methods, but the number of studies analyzing the use of digital platforms is still limited. The study used a pre-post survey method, which aimed to determine the baseline performance of all participants and the rate of change after practice using quizlet for Group 1 compared to the traditional methods used by Group 2 for English learning and memorization of new words. The sample consisted of 100 students from Russia studying English. Students were divided into two groups, where Group 1 used the Quizlet app and Group 2 used traditional word study methods. After two weeks of studying vocabulary, the participants demonstrated positive dynamics of word memorization. Findings showed that in Group 1, which used the program, 30% of participants successfully achieved a high level of vocabulary, while an additional 57% saw their vocabulary skills improve to an average level. Only 12% demonstrated a low level of vocabulary. In contrast, Group 2 showed minimal changes in their vocabulary. Only 14% of participants retained a high level of vocabulary, 70% were medium, and 15% were low. The obtained results can help develop new educational programs and mobile applications for language learning based on interactive methods and approaches. The obtained results can be useful for language education in terms of the possibility of integrating methods using the Quizlet program to improve the development of students' vocabulary and lexical expressions of the English language. This study makes a significant contribution to the field of foreign language learning, providing results that emphasize the effectiveness of using digital mobile resources for learning English and have a positive effect on the psycholinguistic aspect of memorizing new words. By demonstrating significant improvements in vocabulary among participants, this study highlights the potential of mobile applications to support traditional teaching methods and offers a viable alternative for language teaching, especially in the digital age. [ABSTRACT FROM AUTHOR]

With the rapid advancement of technology, smart mobile devices are increasingly being integrated into the educational domain, showing significant potential, particularly in electronic design education. Traditional classroom teaching methods face limitations in information delivery and student interaction, while the introduction of smart mobile devices brings new opportunities to classroom instruction. Through smart mobile devices, educators can organize teaching activities more flexibly, and students can engage in classroom interactions in various forms, greatly enhancing teaching effectiveness and learning experiences. Although numerous studies have explored the application of smart mobile devices in education, most focus on single-dimensional interaction models, overlooking the potential of multidimensional interactions. Additionally, traditional methods for assessing learning outcomes often rely on qualitative analysis and post-class tests, which fail to comprehensively and in realtime reflect students' learning states and emotional changes. This paper aims to construct a multidimensional interaction model for electronic design education classrooms based on smart mobile devices and to assess learning outcomes through real-time analysis of students' emotions and feedback data, thereby optimizing teaching strategies. This study not only provides new perspectives and methods for the application of smart mobile devices in education but also offers practical guidance for teaching reforms and innovations in electronic design education, holding significant theoretical and practical value. [ABSTRACT FROM AUTHOR]

With the rapid advancement of information technology (IT), mobile learning has gradually become a significant approach in vocational education and training. University students utilize mobile applications for learning, which not only enhances the flexibility and efficiency of their studies but also promotes the equitable distribution of educational resources. However, effectively evaluating the impact of these applications in vocational education and training remains an urgent issue to be addressed. Current study methods predominantly focus on the analysis of static data, which inadequately captures the dynamic changes in students' learning behaviors. Additionally, traditional predictive models exhibit low accuracy and poor generalization capabilities when handling high-dimensional, nonlinear time-series data. This study proposes an evaluation method for vocational education and training outcomes based on an improved gated recurrent unit (GRU) model, which comprises three main components: decomposition of university students' mobile application time-series data based on the variable dependence model (VDM), preprocessing of the mobile application data, and outcome evaluation using the improved GRU model. Incorporation of an attention mechanism enhances the predictive performance of the model, providing data support and a decision-making basis for educators and developers. [ABSTRACT FROM AUTHOR]

Language learning has been transformed by the use of mobile learning (m-learning) technologies in educational settings, especially with growing interest in improving productive skills. Considering m-learning as a prominent menace, the objective of this paper was to investigate the effects of m-learning tools on English as a foreign language (EFL) learners' English writing proficiency. This study offers a thorough review of modern m-learning tactics and technologies. Three research questions were developed to frame this investigation. The preferred reporting items for systematic reviews and meta-analyses (PRISMA) technique was used to assess and categorize 21 selected papers published between 2013 and 2023 from the Scopus and Web of Science (WOS) databases. The subject of the study and methodologies were assessed by the content analysis of published articles. Convenience, enhanced engagement, motivation, self-paced learning, learning autonomy, and interactivity were the other six main study findings that were found. Consequently, this review can serve as a starting point for future research projects aimed at managing m-learning as well as new avenues of investigation for the development of English writing abilities. Finally, some recommendations for further research are included in the conclusion section. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Online Journal of Design, Art & Communication is the property of Turkish Online Journal of Design, Art & Communication 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.)

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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.)

This study evaluates an intervention program that uses mobile learning, designed for Israeli Arab hearing‐impaired elementary school students, focused on language and mathematics. Participants included 23 hearing‐impaired students, 39 teachers, and 46 parents. The evaluation combined quantitative and qualitative methods, using questionnaires, knowledge mapping, observations, individual semi‐structured interviews, and focus group discussions. Findings revealed: (1) integrating mobile learning promoted learning enjoyment of learning, and satisfaction with program implementation; (2) content knowledge development contributed to mathematical knowledge and all language components except grammar; (3) inequality among students persisted since only hearing‐impaired students benefited from the program, leading to another kind of inequality; (4) teachers coped with various challenges: lack of technological skills, need for differential teaching for different populations in the classroom, and general lack of attention in the classroom when using apps with audible instructions and (5) parents have vital role in implementing new learning approaches for special needs students. [ABSTRACT FROM AUTHOR]

This paper explores the relationships between m-learning, learning outcomes, and developing critical thinking in university students. A systematic review of empirical articles in English published in journals indexed in the Web of Science from 2015–May 2024 was carried out. A sample of 50 articles was obtained. The results show that, in most of the analyzed articles, integrating m-learning tools can potentially to improve students' learning outcomes and critical thinking skills. Considering the above, we recommended that educators and university managers integrate and promote the adoption of new technologies in teaching methods. Several recommendations are provided for the effective integration of m-learning into learning activities, stressing the importance of teachers becoming familiar with technology-enhanced learning environments early in their training. [ABSTRACT FROM AUTHOR]

This study addresses a significant problem: it is difficult to choose a suitable mobile learning platform effectively since many learning platforms are readily available for users. For this purpose, the study proposes an efficient way to rank and choose the most suitable mobile learning platform by integrating risk analysis and multi-criteria decision-making methods. The selection of a suitable mobile learning platform is challenging due to the vast collection of available platforms. Traditional decision-making approaches often struggle to manage the inherent uncertainty and subjectivity in platform evaluation. To address this, we propose an enhanced methodology that combines grey relational analysis (GRA) and fuzzy analytic hierarchy process (FAHP), leveraging their complementary strengths to provide a robust and adaptive solution. The study employs ISO/IEC 9126 software quality standards to locate the most suitable mobile learning platform. FMEA is based on three risk factors: occurrence, severity, and detection. The fuzzy analytical hierarchy process (FAHP) is used to determine the relative weight of each risk factor to identify the grey risk priority number that can be calculated for each criterion. Mobile learning platforms are then ranked based on their grey risk priority number. The method was applied to five widely used mobile learning platforms with three decision-makers. In addition, the multi-criteria decision-making software was developed to aid users, educators, and administrators in their decision-making processes. The integrated FMEA-GRA-FAHP technique, using ISO/IEC 9126 standards, provides an effective way of locating the most suitable mobile learning platform and ranking them according to their reliability. This research is believed to be the only study applying an integrated FMEA-GRA-FAHP approach to evaluate the risks and quality of mobile learning platforms. The unique approach overcomes certain limitations of the standalone methods such as FMEA and FAHP, making it a valuable tool for identifying the suitability of mobile learning platforms. In addition, the study underscores the importance of inclusivity and equity in ensuring high-quality education and creating an environment conducive to lifelong learning for all. [ABSTRACT FROM AUTHOR]