https://www.syncsci.com/journal/AMLER/issue/feed Advances in Mobile Learning Educational Research 2025-06-30T00:00:00+08:00 Snowy Wang snowy.wang@syncsci.com Open Journal Systems <p><a title="Registered Journal" href="https://www.reviewercredits.com/user/amler" target="_blank" rel="noopener"><img class="journalreviewercredits" src="/journal/public/site/images/jasongong/Logo_ReviewerCredits-journal.jpg" alt="ReviewerCredits" align="right"></a><strong>Advances in Mobile Learning Educational Research (AMLER) (eISSN: 2737-5676)</strong>&nbsp;is an open access, international, refereed journal that aims to increase knowledge and understanding of how mobile technology can enhance education by the publication of high-quality research, which extends theory and practice. We welcome research papers on mobile technology's pedagogical uses, where the focus is broad enough to be of interest to a broader education community.<br> We also welcome:<br> (1) systematic review papers and meta-analyses that include straightforward research questions, a framework of analysis, and conclusions that reflect the paper's aims;<br> (2) studies that focus on teaching and learning in science, technology, engineering, and mathematics (STEM) and educational robotics;<br> (3) studies that address specific challenges in improving students’ achievement, approaches used to motivate and engage students, and lessons learned from changes in curriculum and instruction based on educational technology in general.</p> <p>Topics of interest include, but are not limited to the following:&nbsp;<br>• M-learning Educational Technology<br>• M-learning Educational Philosophy and Theory <br>• M-learning Education Innovation Management <br>• M-learning Educational Psychology<br>• M-learning Educational Policy<br>• M-learning Educational Evaluation and Policy Analysis<br>• M-learning Educational Economics</p> https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.011 English Language Teaching in the Age of Artificial Intelligence: Tools, Techniques, and Methodologies 2025-03-19T23:12:16+08:00 Bharat Prasad Neupane bharat.neupane@kusoed.edu.np Pitambar Paudel pitambarp@pncampus.edu.np Niroj Dahal niroj@kusoed.edu.np Sujeet Karki karkisujeet6244@gmail.com Ganga Ram Paudel ganga_mpele@kusoed.edu.np Punaram Ghimire puna_mpele2023aug@kusoed.edu.np Bibas Thapa bibasjungthapa@gmail.com <p>This article discusses the prospect of generative artificial intelligence (GenAI) to transform English language teaching (ELT) practices. The article briefly remarks on the current trends in ELT, including traditional grammar-translation to communicative, task-based, post-method, and technology-enhanced approaches. Then, it highlights the ELT trends in Nepal with a nuanced discussion on unique challenges and opportunities posed by diversity and the potential of leveraging technology and innovative practices of language teaching, particularly the integration of GenAI. The article foregrounds how different GenAI chatbots, such as ChatGPT, Gemini, and Perplexity, stimulate conversational practices, imparting students with interactive platforms to foster their language skills. In addition, the article strains the potential of different GenAI tools, such as Quizzes, Diffit, and Magic School, to help teachers in developing resources and learning materials to facilitate differentiated instruction to furnish to the needs of diverse classrooms. Besides the benefits of GenAI integration in ELT, the article also offers ethical concerns, data privacy, equity, access, and the potential bias of AI algorithms impacting students’ learning experiences. The article contributes to the discourse of GenAI integration in language teaching, implying formulating standards for GenAI and AI integration in ELT classrooms.</p> 2025-03-18T18:27:37+08:00 Copyright (c) 2025 Bharat Prasad Neupane, Pitambar Paudel, Niroj Dahal, Sujeet Karki, Ganga Ram Paudel, Punaram Ghimire, Bibas Thapa https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.010 Automated Video Title Generation for Mobile Learning Resources: A Deep Learning Approach with Educational Context Awareness 2025-03-14T23:11:39+08:00 Zheng Gong 1390465790@qq.com <p>With the rapid growth of mobile learning platforms, short educational videos have emerged as a critical resource for learners. However, manually generating concise and pedagogically meaningful titles for these videos remains a time-consuming challenge. To address this issue, this study proposes a deep learning framework designed for automated video title generation in educational contexts. The framework integrates Convolutional Neural Networks (CNNs), Long Short-Term Memory (LSTM) networks, and natural language processing (NLP) techniques, with explicit awareness of pedagogical relevance. The proposed approach operates in three stages: 1) extracting key frames from input videos using an optimized shot detection algorithm, 2) analyzing these frames with CNN models to derive semantic representations of visual content, and 3) processing the representations through an LSTM network to generate descriptive text. The output is further refined using the TextRank algorithm to ensure conciseness and contextual coherence. Experimental results demonstrate that our framework effectively generates high-quality video titles that are both educationally informative and contextually engaging, outperforming baseline methods in alignment with curriculum standards and learner-centric search intent.</p> 2025-03-13T13:17:17+08:00 Copyright (c) 2025 Zheng Gong https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.009 Mobile Phone Usage in Higher Education Among Pre-Service Teachers in Nigeria: A Qualitative Study 2025-03-05T09:06:08+08:00 Jacob Kola Aina akoja64@gmail.com <p>Technology integration has transformed education globally, making learning more accessible and seamless. Mobile education plays a crucial role in this transformation, relying heavily on mobile technology devices. Among these devices, mobile phones are particularly prevalent among students in higher education institutions worldwide. However, concerns have emerged regarding how students utilize these devices, prompting discussions among educational stakeholders. This study employed a qualitative research design, selecting 40 pre-service teachers through random sampling and conducting interviews to explore their experiences with mobile phone usage in natural contexts. Guided by the Uses and Gratifications Theory, the research addressed five key research questions. The findings indicate that students use mobile phones extensively, engaging actively on six social media platforms, with Facebook and WhatsApp being the most frequently used. Mobile phones are also widely utilized for academic purposes, with the majority of students using them for reading. Notably, the study identified gender differences in mobile phone usage patterns. Challenges associated with mobile phone usage were also highlighted, including a lack of teacher support and limited access to browsing data. The study concludes by offering recommendations to enhance the effective use of mobile phones for learning, including the implementation of policies to regulate and guide their use in educational settings.</p> 2025-03-04T16:43:34+08:00 Copyright (c) 2025 Jacob Kola Aina https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.008 Book Review: Eyman's Digital Rhetoric: Theory, Method, Practice 2025-02-27T23:09:44+08:00 Sanjeev Niraula sniraula@miners.utep.edu 2025-02-26T13:44:58+08:00 Copyright (c) 2025 Sanjeev Niraula https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.007 Mobile Technologies: Undergraduate STEM Students’ Perspectives about Webtools for Writing 2025-02-01T10:52:28+08:00 Michael William Dunn dunnmi@wsu.edu Wendy Olson wmolson@wsu.edu Adenike Otoikhian adenike.otoikhian@wsu.edu Jon Anderson jon_anderson@wsu.edu Weili Yuan weili.yuan@wsu.edu Kyrin Gregory kyrin.gregory@wsu.edu <p>Many students struggle with writing skills. The most recent National Assessment of Educational Progress-Writing (2017) concluded that only 25% of eighth- and twelfth-grade students could proficiently write a text. The results for students from diverse backgrounds were even lower. This has impacts on students as they move into post-secondary education and are expected to write more specific genres of texts such as lab reports. This study focused on lower-division university STEM students completing an online survey about their writing skills and how webtools could be a source to help them improve the content and quality of their writing during a 15-week semester. The results of the survey (n = 40) and follow-up interviews of students (n = 10) indicated that they have persistent challenges with writing such as organizing ideas and editing. With access to the writing webtools at mid-semester, students' lab report grades demonstrated improved content and quality scores in weeks 8-15. The authors also discuss limitations and ideas for future research.</p> 2025-01-23T11:37:27+08:00 Copyright (c) 2025 Michael William Dunn, Wendy Olson, Adenike Otoikhian, Jon Anderson, Weili Yuan, Kyrin Gregory https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.006 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 Krisna Muftidafila Ilham Rosyida krisnamuftidafila.21039@mhs.unesa.ac.id Binar Kurnia Prahani binarprahani@unesa.ac.id <p>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.</p> 2025-01-16T00:00:00+08:00 Copyright (c) 2025 Krisna Muftidafila Ilham Rosyida, Binar Kurnia Prahani https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.005 From student feedback to design: Revisiting mobile courseware interfaces 2025-01-14T22:58:16+08:00 Ünal Çakiroğlu cakiroglu@ktu.edu.tr Hasan Şen hasansen@trabzon.edu.tr <p>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.</p> 2025-01-14T11:10:20+08:00 Copyright (c) 2025 Ünal ÇAKIROĞLU, Hasan Şen https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.004 Empowering educators: Enhancing teacher engagement for excellence in virtual education 2025-01-08T22:55:10+08:00 Yulibeth Katiuska Guissepe Hernández yulibethguissepe@gmail.com Sandra Moucharrafieh Moucharrafieh centroderefuerzointegralsm@gmail.com Dulce María Guerra Rincón dulcemariagr55@gmail.com William Jesús Hernández Chávez williamhchavez@gmail.com <p>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.&nbsp;</p> 2025-01-08T10:50:23+08:00 Copyright (c) 2025 Yulibeth Katiuska Guissepe Hernández, Sandra Moucharrafieh Moucharrafieh, Dulce María Guerra Rincón, William Jesús Hernández Chávez https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.003 Adapting to a rapidly evolving world: Insights from AI initiatives in Azerbaijan 2025-01-06T22:54:23+08:00 Tunar Mammadov tunar20092023@gmail.com Maral Jamalova mjamalova@gmail.com <p>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.</p> 2025-01-06T11:59:39+08:00 Copyright (c) 2025 Tunar Mammadov, Maral Jamalova https://www.syncsci.com/journal/AMLER/article/view/AMLER.2025.01.002 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 Anisa Rizky anisa.21082@mhs.unesa.ac.id Binar Kurnia Prahani binarprahani@unesa.ac.id <p>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.</p> 2024-12-26T14:17:07+08:00 Copyright (c) 2024 Anisa Rizky, Binar Kurnia Prahani