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Types of Mobile Devices Owned by Participants
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In the past decades, the world has experienced major changes in the advancement of learning technologies which has enabled learners to engage in their learning activities anywhere. The penetration of mobile phone internet users in Tanzania has been increasing from 2 million in 2011 to 23mil in 2017 The adoption of mobile-based learning (M-learning)...
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... who had feature phones also had access to smartphones when needed. Figure 1 shows the types of mobile devices owned by the participants. ...
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Citations
... Therefore, facilitating conditions are closely related to the support provided and available resources necessary for using a technology (Ambarwati et al., 2020). Lack of assistance, insufficient timely support, incomplete information and limited resources can then prevent individuals from adopting new technologies (Kamaghe et al., 2020). Therefore, critical success factors (CSFs) are the key areas on which an organization must focus to achieve its objectives and ensure the success of a BI project. ...
... According to Neslin and Shankar (2009), enabling conditions refer to the availability of sufficient resources and support for individuals. Kamaghe et al. (2020) pointed out that lack of help and support, as well as incomplete information and limited resources, uniformly prevent users from adopting technology. At the same time, older users tend to be more difficult to respond to new and complex information, which affects the technology learning process (Halili and Sulaiman, 2019), which I believe also affects the amount of support needed. ...
The application of online marketing tools and artificial intelligence is fundamentally changing the way businesses operate. According to some sources, someone who is able to use and leverage artificial intelligence can make their activities even more efficient. With this research plan, the researcher can not only evaluate the use of artificial intelligence and the effectiveness of online marketing tools, but also get an answer to the question of whether artificial intelligence is used by those who develop their marketing activities effectively, or just the opposite? After the introduction, I formulate hypotheses that I illustrate in a research model. I define the method of analysis and sampling so that the study, which follows the positivist research philosophy, can be replicated and conducted by others.
... With the advancement of technology and educational innovation, numerous studies have explored using mobile technology in education and evaluating learning outcomes (Kamaghe et al., 2020;Sajinčič et al., 2022). Previous studies have highlighted the application of mobile-based assessment and gamification approaches in higher education (Aguiar-Castillo et al., 2020;Sanchez et al., 2020). ...
... In terms of practicality, this research aligns with several prior studies that have also demonstrated a high level of practicality of mobilebased assessment for evaluating learning in higher education (Aguiar-Castillo et al., 2020;Chan et al., 2022;Sanchez et al., 2020). The findings of this study are consistent with earlier research, indicating that students perceive the use of this approach as an effective evaluation tool that is user-friendly and positively impacts their learning (Chamorro-Atalaya et al., 2023;Joshi et al., 2022;Kamaghe et al., 2020). ...
Mobile-based gamification learning is increasingly popular for enhancing student interest and motivation in the learning process, including its application in evaluating learning outcomes. However, the practicality of its use, from the perspective of students as users, needs further evaluation. This study aims to assess the practicality of mobile-based gamification assessment (M-BGA) in evaluating student learning outcomes in the Electrical Machine Course (EMC). M-BGA was developed using Kahoot! application. A survey-based quantitative research design was employed, using the Practicality Assessment Instrument (PAI) as the data collection tool. The practicality of M-BGA was evaluated based on student assessments after its implementation in an EMC. This research involved 83 second-year students from the Industrial Electrical Engineering Study Program, Faculty of Engineering, Universitas Negeri Padang, Indonesia. The results indicate a high level of practicality in several aspects. The Ease of Use aspect scored 92.23% (highly practical), the Reliability aspect scored 89.82% (highly practical), the Student Engagement aspect scored 88.55% (highly practical), and the Learning Impact aspect scored 90.19% (highly useful). Overall, based on student responses, the M-BGA proved to be highly practical in evaluating student learning outcomes in the EMC. M-BGA can serve as an alternative approach for assessing student learning outcomes with an innovative approach.
... Mobile learning methods (M-learning) are a proposed learning concept in the revolutionary 4.0 era [4]. M-learning refers to the use of mobile devices, such as smartphones and tablets, to support teaching and learning activities. ...
This study was conducted to identify elements (teaching activities) that teachers can engage with involving a combination of M-learning methods with Problem-Based Learning methods (M-PBL). This study was conducted using the Nominal Group Technique (NGT) involving 11 experts with various fields of expertise such as mathematics education, educational technology, M-learning, pedagogy and the curriculum as well as primary school mathematics education teachers. The analysis of the findings was carried out using descriptive statistics (percentages) to determine the priority and ranking for each teaching activity. The findings show that overall, there are 30 relevant M-PBL teaching activities that can be carried out by teachers. The findings also show that teachers sharing the learning objectives that the pupils need to achieve using learning applications that are available on mobile devices (98%) ranked first while the teacher classifying the information obtained from each group according to priority through learning applications available on mobile devices (75%) ranked last. In conclusion, this study shows that both methods can be combined to form a new teaching method in the current 4.0 education era.
... Jadual 1 menunjukkan analisis kajian cabaran menggunakan alat bantu teknologi dalam sesi pengajaran dan pembelajaran MPK penglihatan. Menurut Kamaghe et al. (2020), pengetahuan MPK Penglihatan menggunakan telefon pintar untuk mengaplikasikan perisian pembaca skrin untuk menelefon dan menghantar mesej, memuat turun dan membaca dokumen serta melayari media sosial. MPK Penglihatan di Tanzania dalam kajian ini masih kekurangan kesedaran tentang penggunaan alat bantu teknologi seperti telefon pintar disebabkan kekurangan alat bantu teknologi dibekalkan di sekolah. ...
Kajian ini bertujuan untuk mengenal pasti cabaran yang dihadapi oleh guru dan Murid Pendidikan Khas (MPK) Penglihatan menggunakan alat bantu teknologi dalam pengajaran dan pembelajaran. Kajian kuantitatif ini menggunakan borang soal selidik sebagai instrumen untuk mengumpul data. Seramai 100 orang guru yang mengajar MPK Penglihatan dipilih secara rawak sebagai sampel kajian. Data kajian telah dianalisis dengan menggunakan perisian Statistical Package for the Social Science (SPSS) versi 26. Dapatan kajian ini mendapati pengetahuan dan kemahiran tentang alat bantu teknologi bagi guru dan MPK Penglihatan adalah tidak mencukupi. Penajaan alat bantu teknologi daripada pihak kerajaan tidak dapat menampung bilangan MPK Penglihatan yang ramai di sekolah. Oleh itu, latihan pembangunan profesional secara berterusan dan peruntukan alat bantu teknologi diperlukan untuk meningkatkan kemahiran tentang penggunaan alat bantu teknologi bagi guru serta MPK Penglihatan.
... However, finance students can bring books from the mentioned sites. The authors suggest that a lack of understanding may hamper the development of m-learning in Higher Learning Institutions, accessibility to technology tools, and affordability (Kamaghe et al., 2020). Online education faces various obstacles, including technological availability and affordability, even when well planned, including obstacles such as learning differences, as well as the instructors' and students' technological skills. ...
The recent emergence of financial technology innovations in the financial services industry also faces many challenges due to some significant risks. This chapter aims to identify specific fintech risks and appropriate ways to manage the risks. A qualitative research method is used to explore the objectives of this study. The findings of this study include the major risks behind the rapid development of fintech, and the fintech risk management steps. Also, this study identifies four key regulatory techniques that have important applications in managing and monitoring fintech risks. Finally, the findings summarize the main challenges of fintech risk management.
... According to Agudo-Peregrina et al. (2016), the level to which a person perceives that existing organisational and technical infrastructure assists one's system usage is referred to as facilitating conditions, whether or not they have the necessary expertise and resources to do so. Moreover, Kamaghe et al. (2020) highlighted that an individual might be hesitant to accept web-based technology due to a lack of guidance, inadequate information, and restricted resources. ...
... With the rapid development of information technology, the vast amount of fragmented knowledge, advanced teaching equipment and methods have brought opportunities and challenges to the teaching of college teachers [1][2][3][4]. Information literacy refers to the retrieval and use of various information sources through skilled use of information techniques, so as to obtain necessary knowledge information and make sound decisions [5][6][7][8][9][10][11]. An information-literate college teacher recognises the benefits of access to cutting-edge web-based information and the use of information technology to improve his or her teaching skills [12][13][14][15][16][17]. ...
... When it comes to the individual variability of a sample of 400 teachers, this paper divides the total rating scale for the effectiveness of teachers' ITUB enhancement into four levels: [0,1], [1,2], [2,3] and [3,5]. Figure 6 gives the overall rating scale for the effectiveness of teachers' ITUB. Figure 7 gives the rating scale for each indicator of the effectiveness of teachers' ITUB enhancement. ...
To enhance the information literacy among college teachers, it is necessary to evaluate their existing information awareness, information ethics, information techniques and information competence. Existing studies qualitatively analysed the effective means of enhancing information literacy among college teachers, and the dimensions were too homogeneous. In response, this paper studies the machine learning-based evaluation of college teachers’ information literacy enhancement. Firstly, the paper presents a framework of predictive model on information literacy enhancement evaluation of college teachers, and the influencing factors of college teachers’ information technology usage behaviour (ITUB) from the authors’ viewpoint. Then the paper presents a framework diagram for extracting ITUB features, along with a detailed introduction to specific influencing factors. After that, the paper extracts the potential information in the content of information technology behaviour to be predicted. The content features of ITUB are characterised by two aspects: content similarity and data form features. Next, the paper shows a method for calculating the affective polarity of ITUB. It also constructs a predictive model for enhancing ITUB and shows the objective function of the model. The experimental results verify the validity of the constructed model.
... Mobile learning may be roughly characterized as using ubiquitous portable technology in conjunction with wireless mobile phone networks to enable, support, enhance, and expand the reach of instruction and learning (Liu et al., 2020;Salami & State, 2021). Mobile learning, often known as m-learning, is an area that involves the use of mobile devices for computing in education and learning (Grant, 2019;Hamidi & Jahanshaheefard, 2018;Lall et al., 2019;Nikolopoulou et al., 2021;Samuel, 2020). ...
The use of mobile learning has increased since the digitalization era. The progress of digitalization also has an impact on the world of education. The trend regarding mobile learning use is a hot topic discussed and attractive to its developers. This study aims to determine the mobile learning trend in science education for the last 11 years. This study uses qualitative bibliometric analysis of Scopus metadata. Results show that the trend of mobile learning increases yearly based on the trendline. Hence, further researchers could develop or conduct research on this keyword as an improvement to science education fields. Furthermore, future researchers can study more deeply to top contributed authors to improve the lack of previous research and complete the novelties of the research.
... The capacity of an individual to utilize the technology facilitate the availability of the resources that enable effectiveness and efficiency. The web-based technologies adoption faced impeded due to the lack of guidance, lack of timely support, inadequate knowledge or lack of resources (Kamaghe et al., 2020). This study argues that facilitating conditions of technological applications influence the Intention to use technological applications among students of higher education sector of Pakistan, so therefore, following hypothesis is formulated: H3: Facilitating conditions influences the Intention to adopt technological applications in the higher education sector ...
... Women, on the other hand, have a tendency to place a greater focus on external supporting forces. Extensive experience may result in increased familiarity with technology as well as superior understanding to aid learning, hence decreasing reliance on external help (Kamaghe et al., 2020;Masadeh et al., 2016). It has been well known and established that Industrial Revolution environment and higher level of technology utilization optimize the manufacturing, contribute in economic growth, and assists in corporate networking (Choi, 2019). ...
The core objective of this research effort entails the satisfaction assessment of the students of public sector universities of Punjab, Pakistan during and after the forced lockdown of COVID-19 for approximate two years and faced a number of issues, challenges, and problems during the restoration of the physical mode of education. The world had to face the lockdown as governments restricted travel and public gathering, and the behavior of students and participants of the education sector received a negative impact due to issues in adopting the tech applications that facilitate education activities. The study highlighted the core factors of e-education awareness, facilitating conditions, and behavioral intention to adopt the tech applications that have the tendency to influence the satisfaction level. The study uniquely contributed by assessing the mediation role of intention to adopt tech applications between e-education awareness, facilitating conditions and students' satisfaction. The current study utilized a simple random sampling technique for data collection through a questionnaire, the Smart-PLS was used for data analysis that provided the results that support the notion of the study that e-education awareness influences the behavioral intention to adopt tech applications and students' satisfaction, further the facilitating condition influences the intention of students to adopt the tech application, however, the facilitating condition found to be insignificant to the student's satisfaction. The intention to adopt the tech applications significantly mediated the relationship between e-education awareness, facilitating conditions and students' satisfaction. In future researchers may focus to alter the measurement scale of students' satisfaction, the methodological perspective can also be focused in future research by intensive modification in measurement scale of satisfaction. The future research avenue should entail the assessment of workplace environment related variables for determining the specific phenomenon.
