Special Issue "Mobile Learning"

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 May 2018)

Special Issue Editor

Guest Editor
Prof. Dr. Maria Uther

Department of Psychology, Institute Human Sciences, University of Wolverhampton, Wolverhampton WV1 1LY, UK
Website | E-Mail
Interests: user-interface design for mobile devices; pedagogy and mobile learning; mobile language learning; speech technologies

Special Issue Information

Dear Colleagues,

This Special Issue, “Mobile Learning”, addresses the increasing popularity of mobile devices and their potential for developing learning. As mobile technologies are constantly changing and increased capabilities rapidly developing, it is timely to consider the technical and practical issues in implementing learning applications for mobile devices. In a changing landscape in which mobile device ownership rivals fixed PCs, it is critical that we understand and study more about their capability in education.

With these considerations in mind, articles are welcomed for inclusion in this Special Issue that: (1) provide empirical evidence on the efficacy of mobile devices for learning applications; (2) showcase novel uses or technical developments for mobile devices in learning; (3) review pedagogical and user interface design considerations and develop theories around the design of mobile learning applications; (4) interface mobile technologies with other technologies to enhance learning (e.g., speech recognition, augmented reality, psychophysiological recording); and (5) offer examples of situated learning (e.g. using augmented/virtual reality technology) with mobile devices. The above topics are indicative and we would also welcome any papers relating to mobile learning that do not immediately fit into the above categories.

Suggested timeline:

January 31st 2018: Preliminary abstracts due
February 14th 2018: Decisions on preliminary proposals emailed to authors
May 31st 2018: Invited full papers due. 
 

Prof. Dr. Maria Uther
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • mobile learning
  • augmented reality
  • situated learning
  • pedagogical theories of mobile learning
  • user-interface design for mobile learning

Published Papers (4 papers)

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Research

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Open AccessArticle Attitude towards Mobile Learning in English Language Education
Educ. Sci. 2018, 8(3), 142; https://doi.org/10.3390/educsci8030142
Received: 22 April 2018 / Revised: 3 July 2018 / Accepted: 7 July 2018 / Published: 10 September 2018
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Abstract
Mobile devices, especially smart phones, are the most frequently used technological devices for daily routines. Mobile devices can be used for various purposes to meet different needs. Since education is a core requirement for human beings, smart phones are being integrated into education.
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Mobile devices, especially smart phones, are the most frequently used technological devices for daily routines. Mobile devices can be used for various purposes to meet different needs. Since education is a core requirement for human beings, smart phones are being integrated into education. However, it remains to be seen whether they have an impact on learning or not. Consequently, integration of these technologies, or “mobile learning”, has become a popular research study in the field of instructional technology. It is important to investigate the impact of smart phones in language education since students today use them frequently. This attitudinal study aims to investigate the attitude of students in higher education towards smart phone use in the context of foreign language learning. In particular, it gathers information about how smart phones are used for language learning. Participants of the study were 294 prep school students from a well-known university in Turkey. Descriptive study was selected as a research method and mixed-method was the research design for the study. The findings of the study showed that participants care about instant and easy access to information in language learning. In addition to drawing attention to the ease of information access, participants provided suggestions about future applications of smartphones in language learning. Full article
(This article belongs to the Special Issue Mobile Learning)
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Open AccessArticle The Effects of Using Mobile Devices on Student Achievement in Language Learning: A Meta-Analysis
Educ. Sci. 2018, 8(3), 105; https://doi.org/10.3390/educsci8030105
Received: 1 June 2018 / Revised: 18 June 2018 / Accepted: 16 July 2018 / Published: 23 July 2018
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Abstract
The use of mobile technologies has recently received great attention in language learning. Most research evaluates the effects of employing mobile devices in language learning and explores the design of mobile-learning interventions that can maximize the benefits of new technologies. However, it is
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The use of mobile technologies has recently received great attention in language learning. Most research evaluates the effects of employing mobile devices in language learning and explores the design of mobile-learning interventions that can maximize the benefits of new technologies. However, it is still unclear whether the use of mobile devices in language learning is more effective than other instructional approaches. It is also not clear whether the effects of mobile-device use vary in different settings. Our meta-analysis will explore these questions about mobile technology use in language learning. Based on the specific inclusion and exclusion criteria, 22 d-type effect sizes from 20 studies were calculated for the meta-analysis. We adopted the random-effects model, and the estimated average effect was 0.51 (se = 0.10). This is a moderate positive overall effect of using mobile devices on language acquisition and language-learning achievement. Moderator analyses under the mixed-effects model examined six features; effects varied significantly only by test type and source of the study. The overall effect and the effects of these moderators of mobile-device use on achievement in language learning are discussed. Full article
(This article belongs to the Special Issue Mobile Learning)
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Open AccessArticle The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities
Educ. Sci. 2018, 8(3), 102; https://doi.org/10.3390/educsci8030102
Received: 6 June 2018 / Revised: 9 July 2018 / Accepted: 16 July 2018 / Published: 20 July 2018
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Abstract
Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous
[...] Read more.
Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills. Full article
(This article belongs to the Special Issue Mobile Learning)
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Review

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Open AccessReview A Comparison of the Uptake of Two Research Models in Mobile Learning: The FRAME Model and the 3-Level Evaluation Framework
Educ. Sci. 2018, 8(3), 114; https://doi.org/10.3390/educsci8030114
Received: 16 June 2018 / Revised: 21 July 2018 / Accepted: 2 August 2018 / Published: 7 August 2018
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Abstract
This paper discusses the diffusion of two models of mobile learning within the educational research literature: The Framework for the Rational Analysis of Mobile Learning (FRAME) model and the 3-Level Evaluation Framework (3-LEF). The main purpose is to analyse how the two models,
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This paper discusses the diffusion of two models of mobile learning within the educational research literature: The Framework for the Rational Analysis of Mobile Learning (FRAME) model and the 3-Level Evaluation Framework (3-LEF). The main purpose is to analyse how the two models, now over 10 years old, have been referenced in the literature and applied in research. The authors conducted a systematic review of publications that referenced the seminal papers that originally introduced the models. The research team summarized the publications by recording the abstracts and documenting how the models were cited, described, interpreted, selected, rejected, and/or modified. The summaries were then coded according to criteria such as fields of study, reasons for use, criticisms and modifications. In total, 208 publications referencing the FRAME model and 97 publications referencing the 3-LEF were included. Of these, 55 publications applied the FRAME model and 10 applied the 3-LEF in research projects. The paper concludes that these two models/frameworks were likely chosen for reasons other than philosophical commensurability. Additional studies of the uptake of other mobile learning models is recommended in order to develop an understanding of how mobile learning, as a field, is progressing theoretically. Full article
(This article belongs to the Special Issue Mobile Learning)
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