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Subject: Mobile learningWoS Q: Q1

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    Article
    Citation - WoS: 58
    Citation - Scopus: 72
    Reducing the Spatial Distance Between Printed and Online Information Sources by Means of Mobile Technology Enhances Learning: Using 2d Barcodes
    (Pergamon-elsevier Science Ltd, 2011) Ozcelik, Erol; Acarturk, Cengiz
    Online information sources, such as pictures and animations on web pages are frequently used for complementing printed course material in educational contexts. The concurrent use of online and printed information sources by students, however, requires going back and forth between physically separated course material, such as a course book and a computer screen, thus leading to suboptimal learning outcomes. Compatible with the principles identified by the recent theoretical frameworks for multimedia learning, mobile technology provides learners with the opportunity to bring online and printed course material close together. Mobile phones make online information available within a small desktop space, in close proximity to printed course material. The challenges that are relevant to text input methods can be overcome by the 2D barcode technology. This study investigates the use of camera-equipped mobile phone and 2D barcode technology as an alternative to the use of computer screen for complementing printed course material. The results of the experimental investigation suggest that, by facilitating the access to online information sources by 2D barcode tags on course books, mobile phones have the potential to enhance learning. (C) 2011 Elsevier Ltd. All rights reserved.
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    Article
    Citation - WoS: 37
    Citation - Scopus: 61
    Adoption of Mobile Applications for Teaching-Learning Process in Rural Girls' Schools in India: an Empirical Study
    (Springer, 2020) Chatterjee, Sheshadri; Majumdar, Dipasree; Misra, Sanjay; Damasevicius, Robertas
    The purpose of this study is to identify the factors that can impact the adoption of mobile apps for teaching-learning process focusing on the girls' school in rural India. The hypotheses were proposed and a conceptual model has been developed. There is a survey work conducted to collect the data from different respondents using a convenience sampling method. The model has been validated statistically through PLS-SEM analysis covering feedbacks of 271 effective respondents. The study highlights the impact of different antecedents of the behavioural intention of the students of using mobile applications for teaching-learning process. The results also show that among other issues, price value has insignificant influence on the intention of the girl students of the rural India. During survey feedbacks have been obtained from the 271 respondents, which is meagre compared to vastness of the population and school of rural India. Only few predictors have been considered leaving possibilities of inclusion of other boundary conditions to enhance the explanative power more than that has been achieved in the proposed model with the explanative power of 81%. The model has provided laudable inputs to the educational policy makers and technology enablers and administrators to understand the impact of the mobile applications on the rural girls' school of India and facilitate the development of m-learning. Very few studies been conducted to explore the impact of mobile applications on the school education of rural India especially focusing on the girls' schools.