International Journal of Mobile Learning and Organisation (17 papers in press)

Regular Issues

• Teachers’ generative AI literacy on their perceptions of generative AI in education: self-efficacy as a mediator  
  by Yuchen Chen 
  Abstract: As generative artificial intelligence (GAI) has exerted profound impacts on education, GAI in education (GAIED) has garnered widespread attention. Teachers are the practitioners and facilitators of GAIED. As teachers’ perceptions have attached great significance to GAIED research, exploring the factors that may affect teachers’ perceptions of GAI in education (PGAIED) becomes an important research issue. Considering the literature, teachers’ GAI literacy (GAIL) and self-efficacy (SE) are the factors that may influence their PGAIED. Hence, the present study employed PLS-SEM to explore the relationship among teachers’ GAIL, SE, and PGAIED. One hundred ninety-five teachers engaged in the present research. The results revealed that: (1) Teachers’ GAIL had a significantly direct impact on their SE and PGAIED; (2) Teachers’ SE had a significantly direct impact on their PGAIED; (3) Teachers’ SE played a mediator between their GAIL and PGAIED. In light of the current findings, this study provided advice for the follow-up research. The present study is expected to provide valuable implications for professional development and propel the implementation of GAIED.
  Keywords: generative artificial intelligence (GAI); GAI literacy; self-efficacy; perceptions of GAI in education; teacher.
  DOI: 10.1504/IJMLO.2025.10069198
   
  
• A mobile story mapping-based learning approach to enhancing Japanese as a foreign language learners' oral and communication performances  
  by Bow-Ju Ferng, Gwo-Jen Hwang 
  Abstract: Speaking is a significant challenge for foreign language learners due to limited practice opportunities, which can lead to low motivation. This study proposed a mobile story mapping-based learning approach to engage students in organising and connecting learning content to real-life contexts using mobile technology for presentations in a foreign language. A quasi-experimental lesson was conducted in a Japanese as a foreign language (JFL) conversation course at a university in Taiwan. Two classes of first-year students participated: one using the mobile story-mapping-based learning (MSML) approach and the other using the conventional mobile learning (CML) approach. Results showed that the MSML group performed significantly better in accuracy, fluency, comprehension, and Japanese oral performance, but not in pronunciation. This study provides a reference for integrating technology in second foreign language education through MSML approach.
  Keywords: mobile learning; computer-assisted language learning; Japanese as a foreign language; JFL; oral performance; communication performance.
  DOI: 10.1504/IJMLO.2025.10069420
   
  
• Learning style-oriented GPT assistants: an exploratory study of personalised learning in virtual environments  
  by Po-Han Wu, Cheng-Hung Wang, Li-Wen Lu, Guan-Ting Ye 
  Abstract: In the contemporary educational environment, the rapid development of technology has subverted the traditional teaching mode. In particular, although virtual reality (VR) technology can stimulate students' learning motivation and improve learning efficiency, its application still faces the challenge of satisfying students' diverse learning styles. This study investigates the effects of integrating learning style-oriented GPT teaching supplements in VR environment on elementary school students' history learning effectiveness, cognitive load, and behavior. A five-week experiment was conducted with 67 fifth and sixth grade students in Tainan City, Taiwan. The results showed that matching learning styles with VR materials significantly improved learning effectiveness and promoted more self-directed and exploratory behaviors. No significant differences were found for cognitive load. Behavioral analyses showed that students using GPT-assisted VR materials showed greater interactivity and exploration, especially when learning styles were matched, which provide implications for future AI-assisted VR learning designs.
  Keywords: generative pre-training transformers; GPTs; learning styles; cognitive load; virtual reality; learning behaviours; personalised learning.
  DOI: 10.1504/IJMLO.2025.10069535
   
  
• An evaluation of student response systems in secondary mathematics classrooms  
  by Risma Nurul Auliya, Jirarat Sitthiworachart, Mike Joy 
  Abstract: This study aimed to determine the effects of Kahoot! and Plickers for secondary school students to improve mathematics performance and learning engagement, while also analyzing students’ perceptions. This research was designed as a pretest-posttest quasi-experimental study. 71 seventh-grade students who participated were divided into three groups: two experimental groups where Kahoot! (n=25) and Plickers (n=22) were deployed, and a control group (n=24) where conventional learning was delivered. A mathematics performance test, learning engagement, and perception scale were used to collect the data. The findings showed the posttest mean scores of the mathematics performance and learning engagement were increased significantly in the three groups (p<0.05) and the Kahoot! groups had a greater impact. Furthermore, most students had positive opinions of both Plickers and Kahoot!, noting their simplicity, creating enjoyable learning, encouraging participation, building self-confidence, keeping focus, and increasing competitiveness, although some students found them challenging, time-consuming, and presenting technical problems.
  Keywords: Kahoot!; Plickers; mathematics performance; learning engagement; perception.
  DOI: 10.1504/IJMLO.2026.10069947
   
  
• From data to decisions: leveraging learning analytics for predictive insights in university admissions  
  by Kam Cheong Li, Billy Tak-Ming Wong, Mengjin Liu 
  Abstract: This paper surveys the application of learning analytics to support prediction in university admissions, summarising the patterns and trends in relevant learning analytics practices and highlighting the potential of data-driven approaches to enhance decision-making processes within higher education institutions. It covers 79 publications published from 2005 to 2024 collected from Web of Science and Scopus. The analysis focused on the types of data collected, the target variables measured, the methods used for data analysis, and the identified users of these analytics. The findings indicate that academic performance, educational background, and demographic information were the main criteria for candidate selection for admissions. Most of the studies utilised multiple data types in admissions analytics. Nearly half of the predictive models focused on binary classification of admission outcomes. The study also identifies limitations in the existing literature, particularly regarding insufficient details of data and evaluation methods. More research into the interconnections among data, variables, analytics techniques, and user profiles is recommended to further optimise predictive learning analytics in university admissions.
  Keywords: learning analytics; predictive analytics; machine learning; educational data mining; university admissions; student enrolment.
  DOI: 10.1504/IJMLO.2026.10070131
   
  
• A study on the integration of distanced simulated games with CLIL teaching method on elementary school students’ English motivation, effectiveness, and altruistic behaviour  
  by Po Han Wu, Wei Ting Wu , Yang Jung Ku 
  Abstract: This study investigates the effectiveness of integrating Content and Language Integrated Learning (CLIL) with distance-simulated games in enhancing English learning among elementary students in Taiwan. Addressing the challenges of CLIL implementation, including speaking anxiety and resistance to cooperative learning, this research focuses on learning outcomes, motivation, and altruistic behaviour. Sixth-grade students from Tainan City were divided into experimental and control groups, with the former engaging in game-based learning using the Gather. Town virtual environment and the latter participating in traditional classroom activities. Pre- and post-tests measured prior knowledge, learning motivation, and CLIL concept understanding. The results were inspiring, with the experimental group significantly outperforming the control group in learning outcomes and exhibiting deeper motivation. Notably, students in the virtual environment demonstrated higher frequencies of altruistic behaviours, enhancing cooperative learning and social interaction. This study underscores the potential of integrating CLIL with digital games to foster effective English learning, increase engagement, and promote positive social behaviours among elementary students, thereby contributing to Taiwan's bilingual education goals.
  Keywords: content and language integrated learning; CLIL; gamified situated learning; learning achievement; learning motivation; altruistic behaviour.
  DOI: 10.1504/IJMLO.2026.10070132
   
  
• Future skill set of higher education learners: confirmatory factor analysis
  by Jintavee Khlaisang, Prakob Koraneekij 
  Abstract: Changes in technology and labour market demand call on students to continually learn and develop themselves through lifelong learning. This extends to digital transformation, both during and post-COVID, as well as Industry 4.0, has become a challenge for higher education learning. This has caused learners to continue using digital technology for sustainability purposes while addressing future skill sets. This study conducted a second-order confirmatory factor analysis of future essential skill sets for higher education learners. For the future skill set, four components were identified: 1) problem-solving; 2) self-management; 3) working with people; 4) technology use and development. The factor loading for all latent variables was positive, ranging from 0.94 to 0.99. Self-management component had the highest factor loading (β = 0.99), followed by the technology use and development and problem-solving components, which had an equal factor loading (β = 0.95), and the working with people component (β = 0.94), respectively.
  Keywords: future skill set; sustainable learning; lifelong learning; CFA; problem-solving; self-management; working with people; technology use and development; higher education.
  DOI: 10.1504/IJMLO.2025.10058392
   
  
• Developing a new ensemble method for sentiment analysis in mobile assisted language learning: a case study for Duolingo
  by Hakan Kekül, Mesut Polatgil 
  Abstract: In today's world, mobile devices and mobile technologies have become one of the indispensable elements, especially for young people. Learning activities using these technologies have also become widespread, and mobile assisted language learning (MALL) has become even more important. This study was conducted to evaluate users' opinions about MALL methods. For this purpose, Duolingo user comments, which is currently the most known and used mobile application in foreign language education, were used. One million comments to the app are classified in terms of sentiment analysis. In the study, a new model was proposed by combining different feature extraction and classification methods and the results were compared. It has been determined that the proposed model has high classification success. With the proposed model, it is thought that user opinions can be analysed and software and applications can be developed according to user needs, especially for foreign language learning.
  Keywords: mobile assisted language learning; MALL; Duolingo; sentiment analysis; classification; ensemble machine learning.
  DOI: 10.1504/IJMLO.2025.10061008
   
  
• Visualisation of learners' level of understanding of lectures using digital textbook data  
  by Hiroto Morita, Kousuke Mouri, Masaru Okamoto, Yukihiro Matsubara 
  Abstract: In this paper, we propose a system that defines and visualises learners' understanding of lecture content based on learning data obtained from the digital textbook system, Smart E-textbook Application (SEA), and a quiz function. By feedbacking the visualised results to the learner, the system allows the learner to know which units of the lecture need a review. This enables the learner to improve their understanding of lectures efficiently and effectively. To evaluate whether the proposed system can improve learning effectiveness and learners' understanding of lectures, we conducted an evaluation experiment and found that the proposed system does both. Additionally, a clear difference in the number of logs in the digital textbook and the time to answer the quiz was confirmed. From these, it is possible to decide whether the learner is actively engaged in learning or not.
  Keywords: learning analytics; digital textbook system; adaptive learning; personalisation; visualisation.
  DOI: 10.1504/IJMLO.2025.10063695
   
  
• Analysis of the effectiveness of online learning based on the number of eye movement regression  
  by Cheng Huang, Xiang Yang Huang 
  Abstract: With the sudden outbreak of COVID-19, various countries suddenly turned to emergency online distance learning, which caused doubts about the effectiveness of online learning, and more and more attention was paid to the research on the effectiveness of online learning. Under this background, in this study, the GazeQuiz program, which was developed in-house, was used to collect eye-tracking data to capture the subjects' staring and eye movement regression counts for each question, and to capture the subjects' cognitive styles based on Felder and Soloman's learning style index. With the help of Tobbi eye movement meter, this paper analyses the relevant data of students' eye movement regression, and understands the cognitive process of students' online learning. The analysis of students' eye movement regression and staring time on questions can facilitate teachers' understanding of students' cognitive processes, cognitive characteristics, overall learning content mastery, which can have a positive effect on improving educational teaching strategies.
  Keywords: e-learning effect; eye movement regression; eye tracking.
  DOI: 10.1504/IJMLO.2025.10062489
   
  
• Strategies, applications and research issues of mobile learning in K-12 education: a systematic review of a decade of journal publications  
  by Chih-Hsien Hsu, Tian-Wei Sheu, Yi-Chun Lu 
  Abstract: This article reviewed studies related to mobile technology-supported K-12 education in SSCI journals from 2014 to 2023. It highlighted Taiwan, the USA, and China as leading contributors, with a focus on science, social studies, language, and math. The research indicated a growing interest in students' learning behaviours and a shift towards mixed research methods, especially from 2020-2023. The use of tablet computers has gradually increased in recent years. The research sample groups were dominated by elementary school students. The main methods of mobile learning strategies were guided learning, contextual mobile learning, and game-based learning, which play an important role in improving students' learning effectiveness, engagement, and motivation. Moreover, the analysis also showed that most of the studies tended to combine more than two strategies. In summary, relevant conclusions and recommendations for mobile learning in K-12 education were presented for the reference of researchers, teachers and policy makers.
  Keywords: literature review; research trend analysis; mobile learning; K-12 education.
  DOI: 10.1504/IJMLO.2025.10064616
   
  
• Roles and contexts of the metaverse in nursing training: a mixed analysis on junior and senior nursing students' drawings and quantitative data  
  by Chun-Chun Chang, Gwo-Jen Hwang, Liang-Shiou Ou 
  Abstract: This study investigated the differences between the motivation to learn, educational mindset, and individual creativity, of junior and senior nursing students with respect to learning situations in the metaverse, as well as their conceptions of learning situations in the metaverse. It is found that senior nursing students had a significantly higher motivation to learn, educational mindset, and individual creativity in the metaverse than did junior nursing students, whereas junior nursing students had more diverse conceptions of learning situations in the metaverse than senior nursing students. In addition, most of the drawings by junior nursing students showed the process of gaining knowledge and skills in the metaverse, while the drawings by senior nursing students showed nursing activities in a healthcare setting. The results of this study provide preliminary evidence for future research investigating the metaverse among junior and senior nursing students.
  Keywords: metaverse; junior nursing student; senior nursing student; drawing analysis technique; word cloud.
  DOI: 10.1504/IJMLO.2025.10066657
   
  

Special Issue on: Pedagogical Innovations with Mobile and Intelligent Technologies

• How does HMD VR aid in creating a flexible language learning environment? A preliminary study  
  by Yoko Hirata, Yoshihiro Hirata 
  Abstract: The implementation of virtual reality (VR) using head mounted displays (HMDs) in education has recently emerged to provide students with more flexible and creative ways of learning. However, little is known about how such newly adopted technology leads to better interactive language learning outcomes, in comparison to conventional in-person learning environments. Guided by self-determination theory, this intervention study aims to explore how Japanese university students assess their interactive language learning experiences in a HMD avatar-enhanced immersive VR environment, as opposed to those in a conventional in-person classroom. The findings suggest that the language learning environment provided by the HMD avatar-enhanced VR offers students more engaging and flexible educational experiences compared to the conventional in-person mode. Qualitative and quantitative data also indicated that such VR mode plays an important role as a ubiquitous tool to mitigate students' negative emotional reactions to language learning, therefore foster more inclusive and equitable learning environments.
  Keywords: virtual reality; head mounted display; HMD; interactive language learning; inclusive learning environments; flexible education experiences: in-person classroom.
  DOI: 10.1504/IJMLO.2025.10065109
   
  
• Developing Hi Nano mobile apps as integrated education instrument on nanotechnology and cancer treatment learning  
  by Erti Hamimi, Ibrohim Ibrohim, Irma Kartika Kusumaningrum, Wira Eka Putra, Ahmad Kamal Sudrajat, Wachidah Hayuana, Maisuna Kundariati, Maya Umi Hajar, Nik Ahmad Nizam Nik Malek 
  Abstract: Due to the explosion of nanotechnology, there is a necessity to update school science curricula by integrating nanotechnology-related concepts to students. This research aims to develop the Hi Nano application as an Education Kit or learning tool to increase knowledge about nanotechnology and cancer treatment. This research was a mix-method design and lead by the three research aims. First, we asked teachers to complete a questionnaire related to the nanotechnology. This initial analysis shows that technology as a learning media is greatly needed to increase student nanotechnology knowledge. Second, the Hi Nano mobile app validation tests were carried out with the experts. Third, the evaluation of this research has resulted in Hi Nano application being developed in the effective category. The results of this research can be used by teachers to increase students' understanding about nanotechnology as a more effective optimal learning process.
  Keywords: nanotechnology; Hi Nano mobile apps; cancer treatment learning.
  DOI: 10.1504/IJMLO.2025.10064220
   
  
• Research on learning experience influencing factors of information-based teaching MOOCs  
  by Xin Zhang 
  Abstract: The growing importance of information technology in education reform has highlighted the need for more adaptable teaching methods. Traditional offline training, limited by varied resources and knowledge backgrounds, often fails to address the diverse needs of teachers. To address this, education departments are now advocating for online education, notably massive open online courses (MOOCs), which are renowned for their unique features and benefits. This study integrates latent Dirichlet allocation (LDA), BERTopic topic mining analysis, sentiment analysis, salience-valence analysis (SVA) analysis, and cluster analysis based on course reviews and reviewers' homepages in iCourse, a Chinese MOOC platform, to explore key factors driving positive learning experiences for distinct learner types. The findings offer insights into digital training mode and promotional strategies of teachers' information-based teaching ability, focusing on course organisation, content design, customisation for diverse learner profiles and utilising key opinion leaders (KOLs) for course promotion.
  Keywords: learning experience; massive open online courses; MOOC; latent Dirichlet allocation; LDA; BERTopic; topic mining; sentiment analysis; salience-valence analysis; SVA; cluster; information-based teaching; text mining.
  DOI: 10.1504/IJMLO.2025.10064364
   
  
• Effects of adaptive difficulty adjustment-based gamification on young children's cognitive development and enjoyment experience  
  by Fu-Ning Guo, Chen-Chen Liu, Youmei Wang, Hai-Jie Wang 
  Abstract: Early childhood is an important stage of cognitive development. Based on the theory of embodied cognition, touchscreen devices have become increasingly prevalent in boosting the cognitive abilities of young children in the context of technological development. However, due to inadequate instructional design, traditional touchscreen devices may also struggle to ensure interaction and engagement in early childhood education. Therefore, this study proposed a gamification approach to maintain students' learning interest and introduced an adaptive difficulty adjustment mechanism to conform to students' cognitive development. To explore the effectiveness of the adaptive difficulty adjustment-based gamification approach, a quasi-experimental study was conducted with 25 young children in two groups. The results showed that the current approach had a positive effect on children's cognitive skills but failed to increase enjoyment of the experience, complemented by teachers' and parents' feelings about and experiences of the two different approaches by analysing interview data.
  Keywords: touch screen; adaptive difficulty adjustment; early childhood education; cognitive development.
  DOI: 10.1504/IJMLO.2025.10065251
   
  
• Enhancing higher education through student-staff collaboration: case studies from a Sino-foreign institution  
  by Boon Giin Lee, Amarpreet Gill, Matthew Pike, Linjing Sun, Joseph Thenara, Dave Towey 
  Abstract: University of Nottingham Ningbo China (UNNC) was the first Sino-foreign higher education institution (SfHEI). It has a history of innovation, including through collaborations with students in research and application projects. This paper reports on three student-staff collaborations to design and create technology-enhanced teaching or training interventions. Case studies are presented for each of the three collaborations. The first case study examines the development of a mobile application to support human-centred design (HCD) education. The second case study focuses on an augmented reality (AR) educational game for teaching Design for Manufacturing and Assembly (DfMA). The third case study investigates the use of mixed reality (MR) for firefighting equipment training. The findings highlight the effectiveness of these digital pedagogies in fostering strong student-staff partnerships, and for enhancing collaborative learning experiences. The paper concludes with pedagogical implications and recommendations for future research in technology-enhanced education.
  Keywords: immersive mixed reality; iMR; students as partners; SaP; students as change agents; SACA; engineering education; digital pedagogy; educational technology.
  DOI: 10.1504/IJMLO.2025.10067033