Advances in Mobile Learning Educational Research

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

Georgia E. Kalyva — Wed, 18 Dec 2024 10:24:11 +0800

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

Usman Abubakar, Oyeronke O. Ogunlade, Hussaini Aliyu Ibrahim — Thu, 05 Dec 2024 13:56:07 +0800

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

Wed, 04 Dec 2024 10:26:59 +0800

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

Khaled Ahmad Aqeel Alzoubi — Tue, 03 Dec 2024 12:06:23 +0800

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.

Adopting sustainable mobile learning: Investigating long-term integration at UEW with a focus on infrastructure, resources, and institutional support

Selorm Adablanu, Michael Offei, Atta Boateng — Mon, 02 Dec 2024 14:11:53 +0800

This study investigates the long-term sustainability of mobile learning (M-learning) integration at the University of Education, Winneba, Ghana. It explores critical factors such as infrastructure, resource allocation, and institutional support. Employing a quantitative research approach, the study utilised a structured questionnaire to collect data from 69 respondents, including Level 400 students from the Information and Communication Technology and Communication and Media Studies departments. Key findings highlight the importance of robust infrastructure, adequate resource distribution, and comprehensive institutional backing for sustainable M-learning practices. The study offers valuable insights for policymakers, educators, and institutions aiming to enhance the longevity and effectiveness of M-learning initiatives in higher education.

Development of ethnomathematics-based educational modules for elementary geometry

Azminatun Bidiyah, Trisniawati Trisniawati, Mahmudah Titi Muanifah, Trio Ardhian — Thu, 28 Nov 2024 17:03:14 +0800

The ethnomathematics module aims to help students better understand and appreciate mathematics daily by combining mathematical concepts with regional cultural backgrounds. This research aims to develop a valid and effective ethnomathematics-based module on flat building materials for class II SD N Depok 2 Sleman Regency. This research is development research (R&D) using the ADDIE development model. The object of this research is an ethnomathematics-based module on plane material. Indonesia is a country that is rich in culture and has excellent potential in the application of ethnomathematics. Various ethnic groups in Indonesia have developed unique mathematical practices in their cultural activities, such as traditional buildings and food. Ethnomathematics can be essential in strengthening local culture through an independent learning curriculum. This learning combines mathematical concepts with regional culture. Based on the results of observations made, it was concluded that the learning process at SD N Depok 2 Sleman Regency was still not optimal because, in the learning process, they only used textbooks from the government, which were the only source of learning during learning. The subjects of this research were class II students at SD Negeri Depok 2 Sleman Regency, totalling 28 students, one lecturer, and one teacher, who were the validators. The data analysis techniques used are qualitative and quantitative data analysis. The results show that this research produced an Ethnomathematics-Based Module on Flat Building Material for Class II, which is feasible based on expert validation results with a score of 91%, and student response results are very effective with an average field trial score of 92%. Based on these results, developing an ethnomathematics-based module on flat building materials is feasible and effective for the phase I independent curriculum mathematics learning process.

Redefining student assessment in Nigerian tertiary institutions: The impact of AI technologies on academic performance and developing countermeasures

Usman Abubakar, Ayotunde Atanda Falade, Hussaini Aliyu Ibrahim — Wed, 06 Nov 2024 10:57:07 +0800

Integrating artificial AI technologies in education has revolutionised teaching, learning, and assessment worldwide. In Nigerian tertiary institutions, students increasingly rely on AI tools for assignments, research, and exam preparation, raising concerns about the integrity of traditional assessment methods. This paper explores the impact of AI technologies on academic performance and the challenges they pose to accurately evaluating student capabilities. It argues for the urgent need to redefine assessment strategies in Nigerian higher education to preserve academic standards while harnessing the benefits of AI. The study highlights ethical concerns such as data privacy, access inequality, and over-reliance on AI tools, which can undermine critical thinking skills. It provides countermeasures and policy recommendations, including establishing AI usage guidelines, promoting equitable access to technology, and integrating assessments that prioritise critical thinking and problem-solving skills. By adopting these innovative policies, Nigerian tertiary institutions can enhance the quality of education and ensure that students develop genuine skills and academic excellence. This paper calls for immediate action to align education with the realities of the AI age, ensuring sustainable and authentic student outcomes.

Student perspectives and impact of AI integration in pedagogical practices in Nigerian tertiary institutions

Usman Abubakar, Samuel Adenubi Onasanya, Hussaini Aliyu Ibrahim — Thu, 12 Sep 2024 09:07:49 +0800

This study investigates the awareness, perceptions, and challenges of integrating artificial intelligence (AI) into pedagogical practices among undergraduate students at the universities in North Central, Nigeria. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) as a theoretical framework, data were collected through a survey questionnaire administered to 421 undergraduate students from the Faculty of Education. The questionnaire included items designed to measure students' awareness of AI technologies, their views on the potential benefits of AI integration in academic experiences, and the challenges encountered with AI adoption in pedagogical practices. Descriptive statistics were used to analyse the data, including means and standard deviations. The findings reveal a moderate level of awareness among students regarding the potential benefits of AI technologies in education, with a strong belief in the role of AI in improving learning experiences. However, students expressed concerns about technical difficulties, privacy issues, and the adequacy of training and support for AI technologies. The study underscores the need for increased awareness, technological infrastructure improvements, and targeted support services to facilitate the effective integration of AI in pedagogical practices. These findings contribute to the growing literature on AI integration in education and provide valuable insights for educators and policymakers seeking to enhance teaching and learning outcomes through AI-driven innovations.

Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research

Puskar Singh Bohara — Mon, 26 Aug 2024 13:59:07 +0800

In the context of Nepal, most mathematics teachers at the secondary level are still using conventional teacher-centred pedagogy. It is assumed that teachers' pedagogy might enhance learners' engagement in learning mathematics and build conceptual understanding. Project-based learning (PBL) is a student-centred pedagogy that can remove misconceptions about content knowledge, enhance engaged learning, and support teachers in developing pedagogical skills. The study tried to reform the pedagogical practice of teachers using conventional teacher-centred pedagogy in teaching mathematics. The action research was conducted in four secondary schools in Nepal by five secondary mathematics teachers in two cycles, each seven days. The study focused on the implementation of PBL in secondary-level schools, the impact of PBL on students' activities, and professional development. The seven-day project was prepared based on a 3-day workshop for teachers on the surface area of prism and pyramid of grade ten mathematics. The action research was conducted in four different school settings, and students' activities were observed. The study collected qualitative data through interviews (baseline and post), observation, and teacher reflection notes. Text data were analyzed thematically for meaning-making and finding. The study's significant findings were engaged learning, inclusive education, and contextualization of mathematics. Likewise, students' creativity was observed during the action research, and teachers were supported in reforming their pedagogy with new experiences through PBL. The study might support other teachers in implementing PBL for student-centred pedagogy and teachers' professional development.

Comparative analysis of mobile learning in various countries: Literature study on five continents

Sun, 25 Aug 2024 15:19:47 +0800

Mobile learning (M-learning) has emerged as essential in reshaping global education by increasing accessibility, engagement, and readiness for the digital era. This study examines the implementation and impact of m-learning in various contexts, including Indonesia, the United States, Finland, Australia, and Africa. Findings show that m-learning initiatives have successfully reduced geographic and infrastructure barriers, particularly in remote and underserved areas. In Indonesia, m-learning has significantly improved educational access and digital literacy among students and educators. Likewise, m-learning has fostered personalised learning experiences and interactive educational environments in the United States and Finland, enriching student engagement and learning outcomes. Australia has leveraged M-learning to achieve educational equity by reaching remote communities, while in Africa, m-learning has driven innovative educational solutions despite challenges such as uneven technological infrastructure. However, there are still challenges to be faced, such as ensuring fair internet access and developing locally relevant educational content. This research underscores the need for strategic policy development and continued investment in technological infrastructure to maximise the potential of m-learning in promoting inclusive and quality education globally.