Advances in Mobile Learning Educational Research

Enhancing students' critical thinking skills in physics: Exploring problem-based learning and mobile technology integration in rotational dynamics education

2025-01-17T22:58:28+08:00

This study examines and identifies the profile of students' critical thinking skills in studying Rotational Dynamics and explores the potential of the Problem-Based Learning (PBL) model in enhancing these skills. The research utilized a pre-research approach with qualitative descriptive analysis, involving a sample of 90 students from class XI MIPA in Nganjuk city. Data were collected through critical thinking tests, surveys, and interviews. The findings revealed that the majority of students exhibited low critical thinking skills, particularly in the areas of basic clarification, basic support, and advanced clarification. Gender differences were also evident, with male students generally outperforming female students across all indicators. Teachers predominantly employed lecture methods and conventional teaching materials, which hindered students' ability to visualize the concepts being taught. These results highlight the need for innovative learning approaches to enhance students' critical thinking skills in physics education. This study proposes the integration of Android-based 3D digital modules into physics learning on Rotational Dynamics. It is anticipated that this innovation will significantly increase student engagement and stimulate critical thinking skills. This research contributes to the literature by demonstrating the potential of combining PBL models with digital technology to improve the quality of physics education.

From student feedback to design: Revisiting mobile courseware interfaces

2025-01-14T22:58:16+08:00

This exploratory case study investigated students' preferences for mobile courseware tailored to student tasks, presenting a new classification for the app elements utilized in education. Preferences for mobile app interface elements were assessed through an action tracking system, while an embedded evaluation form highlighted reasons behind the preferences. The results showed that students predominantly preferred the apps due to their ease of use and attractive designs, though some criticized the form elements for being difficult and time-consuming. Evaluations of the interface elements differed based on their features and the content of the activities.

Empowering educators: Enhancing teacher engagement for excellence in virtual education

2025-01-08T22:55:10+08:00

Virtual education in universities has been significantly influenced by technology due to the rapid evolution of various tools, which, when implemented in the educational sector, modernize the roles of learning and teaching in the digital era. This research aims to analyze the role of teacher engagement in fostering effective performance in virtual education. The study employed an interpretive paradigm with a qualitative approach and a phenomenological design, utilizing the hermeneutic method for analysis. Ten teachers and five teaching coordinators, who served as key informants, were interviewed. The findings highlight the critical importance of teacher engagement and commitment in achieving effective performance in virtual education. Such engagement enhances meaningful learning and critical thinking among students, improves the virtual educational process, elevates the quality of higher education, and supports the effective social integration of graduates.

Adapting to a rapidly evolving world: Insights from AI initiatives in Azerbaijan

2025-01-06T22:54:23+08:00

This study investigates the evolution and impact of Artificial Intelligence (AI) in Azerbaijan, focusing on its integration into various sectors through state-led digital initiatives. It examines Artificial Intelligence (AI) developments in Azerbaijan from 2019 to 2023, focusing on its integration across government, technology, and infrastructure through the AI Readiness Index. As Azerbaijan adopts AI to boost economic growth and enhance public services, significant progress is evident in digital initiatives and broader e-governance efforts. The study highlights the potential of AI to transform Azerbaijan's socioeconomic landscape and establish it as a regional hub for digital innovation, while also considering the ongoing challenges and future opportunities for enhancing its digital ecosystem.

Profiling students' critical thinking skills and the implementation of Problem-Based Learning using innovative digital modules on static fluid concepts

2025-01-05T22:53:10+08:00

This research aims to determine the profile of students' critical thinking skills and the application of Problem-Based Learning using three-dimensional digital modules, particularly in physics education focusing on static fluid material. Preliminary research with a sample of 106 students employs research methods including critical thinking skills tests, student response surveys, and interviews with students and teachers. The findings were analyzed using qualitative descriptive data analysis. The results of this research are as follows: Questionnaire responses reveal that students' critical thinking skills are predominantly in the low category, with 100 students in the low category, six in the medium category, and none in the high category; Among critical thinking skills, strategy and tactics rank the lowest; Teachers have implemented Problem-Based Learning through active teaching strategies, such as presentations and open-ended questions, to improve students' critical thinking skills. However, three-dimensional digital book media have not yet been utilized in physics learning; and the application of a Problem-Based Learning model supported by three-dimensional digital modules is expected to improve students' critical thinking skills in physics education. This study highlights the need for innovative learning approaches to enhance students' critical thinking skills, especially in physics education. The integration of Problem-Based Learning with three-dimensional digital modules offers significant potential for addressing this need.

Enhancing students' critical thinking skills through mobile technology: An analysis of problem-based learning implementation in heat material instruction

2025-01-07T22:54:55+08:00

This study discusses the analysis of students' critical thinking skills profile and the implementation of PBL on heat material. This study aimed to determine the profile of students' critical thinking skills and the implementation of PBL on heat material at SMAN 1 Gondang. This study used pre-research with qualitative descriptive analysis with a sample of 91 SMA Negeri 1 Gondang students. Data collection techniques were written tests, student response questionnaires, and teacher interviews. The study found that students critical thinking skills were in a low category, and inference was the indicator of essential thinking skills with the lowest average. Teachers still used lecture methods and conventional teaching materials during learning, so it was necessary to apply a model, namely a problem-based learning model assisted by a 3D module, which was expected to improve critical thinking skills on heat material. Learning innovations need to be carried out to improve students' critical thinking skills, especially in physics learning, one of which is the application of Problem-Based Learning assisted by a 3D module.

Study on the implementation of the CAL (Coding as Another Language) curriculum in early childhood education

2024-12-19T10:58:33+08:00

In recent years, Information and Communication Technologies (ICT) have been increasingly integrated into preschool education, enriching the learning process with valuable information and motivation while capturing young students' interest. Numerous studies emphasize the importance and impact of utilizing ICT in education, introducing new dynamics to learning experiences, particularly as children grow up surrounded by diverse digital stimuli. From an early age, they interact with applications and digital tools, especially touchscreens, building digital experiences that become essential in educational interventions. Rapid technological advancements have led to the development of a wide range of applications that enhance educational processes, significantly influencing how young children learn and process information. Games, mobile devices, interactive whiteboards, and programming applications aid in the development of critical ICT skills, logical thinking, associative reasoning, computational thinking, and programming abilities. Striking the right balance between play and learning creates a rich, stimulating environment that fosters young learners' growth in skills and abilities. Considering the European Union Council's recommendation of May 22, 2018, digital competence is one of the key skills that must be cultivated both within and beyond school throughout life. As future citizens, today's students need skills that will enable them to solve problems effectively. Our digital society demands individuals capable of responding efficiently to challenges across various social contexts. Consequently, teaching students computational thinking and programming skills has become essential. Research demonstrates that preschool children, when faced with problem-solving tasks requiring the creation of code, can develop basic programming and computational thinking skills, such as debugging and understanding sequences. Moreover, in recent years, digital applications specifically designed to teach young children fundamental programming concepts have emerged. While numerous learning environments focus on coding skills, studies on their effectiveness in fostering coding and computational thinking in preschoolers remain limited. As the number of mobile learning applications grows, it is crucial to identify those with genuine educational value, avoiding those marketed as educational without substantive merit. This study describes an educational intervention based on experiential and collaborative teaching principles. The research aims to demonstrate that through the use of the CAL (Coding as Another Language) approach within the ScratchJr programming environment, significant programming and computational thinking skills can be cultivated in a conventional Greek preschool classroom. The teacher and researcher are the same individual, ensuring direct involvement in the educational process.

The influence of technology-integrated curriculum resources on student engagement and academic achievement in higher education

2024-12-05T22:46:43+08:00

This descriptive survey investigates the influence of technology-integrated curriculum resources on student engagement and academic achievement in tertiary institutions in Sokoto State, Nigeria. The study addresses four research questions focusing on educators' understanding of technology integration, its impact on student engagement and academic achievement, and the role of socioeconomic, cultural, and infrastructural factors. Data were collected from 318 participants using a structured questionnaire and analysed descriptively. Findings reveal a positive perception of technology integration among educators, with high mean scores indicating strong understanding and favourable attitudes towards technology-integrated curriculum resources. However, variability exists in specific beliefs and practices, highlighting the need for targeted professional development and policy support. Moreover, while students perceive technology integration positively for aspects like assignment completion and curiosity, there are lower ratings for making learning exciting and connecting to subjects. The study underscores the significance of addressing socioeconomic, cultural, and infrastructural factors in promoting effective technology integration and recommends investments in infrastructure, comprehensive professional development, clear policy frameworks, collaborative partnerships, and ongoing research to enhance technology-enhanced education in Sokoto State.

Exploring user perceptions: The impact of ChatGPT on high school students' physics understanding and learning

2024-12-09T22:47:14+08:00

Artificial intelligence (AI) in education is increasing, including ChatGPT as a learning tool in physics subjects. This study aims to analyze high school students' perceptions of using ChatGPT in physics learning, focusing on demographic factors such as gender, academic level, and duration of use. Involving 167 students, the study used a survey to evaluate students' views on various aspects of the learning experience with ChatGPT, including effectiveness, clarity, consistency of information, and the tool's ability to enrich understanding of physics concepts. Results showed that students' perceptions were positive overall, with ChatGPT perceived as helping to deepen concept understanding, improving the ability to correct misconceptions, and providing an enjoyable learning experience. Significant differences were found based on gender and academic level, while the duration of ChatGPT use showed no overall significant effect, though longer use enhanced specific benefits. These findings highlight the potential of ChatGPT to support physics education by addressing students' diverse needs and improving learning outcomes, offering insights for educators in integrating AI tools effectively into classrooms.

Exploring students' perceptions of using interactive E-books for math learning

2024-12-03T22:46:18+08:00

The study explored students' perceptions of using interactive E-books in math learning. The study sample included 50 male and female students who were randomly selected. The researcher prepared a questionnaire for the students according to the study questions, objectives, and problems. The questionnaire focused on the students' perceptions of four areas: motivation, attractiveness, relevance, and effectiveness. The data collected from the students were collected and analysed using the statistical package for the social sciences (SPSS) data processing program. The data were analysed descriptively by calculating the frequencies of each variable. The results of the study indicate that 77% of students were attracted to E-book in learning math, 70% of students were effective in using E-book in learning math, 81% of students were relevant to using E-book in learning math, the student's perceptions about the use of E-books in mathematics in its four aspects: effectiveness, attractiveness, motivation, and importance were positive, which led to improving and developing students' learning.