International Journal of Mobile Learning and Organisation (19 papers in press)

Regular Issues

• A systematic review of mobile-based synchronous and asynchronous language teaching and learning  
  by Zilin Wang, D.I. ZOU, Lucas Kohnke, Gary Cheng, Lixun Wang 
  Abstract: Research on the use of mobile applications in language teaching and learning has been extensive, especially since the advent of the COVID-19 pandemic. In this review of articles, we systematically examine 112 empirical studies investigating the effectiveness of mobile-based synchronous and asynchronous language teaching and learning published from 2000 to 2022. We examined the languages, language skills that were learnt, the educational level of the learners, the mobile learning applications, and the learning activity durations. We also identified the effectiveness, challenges, and pedagogical implications of implementing mobile applications in online language teaching and learning. Based on the results, we propose a pedagogical model incorporating three online learning factors - participants, learning activities, and mobile applications - to identify the prerequisites for successful online language learning. We also suggest practical ideas for language teachers who are eager to integrate mobile applications into their online classes aimed at specific language skills. Finally, we identify potential trends in the research and suggest future research directions.
  Keywords: systematic review; mobile-based language education; synchronous language education; asynchronous language education; mobile applications; online education; language skills; pedagogical implications.
  DOI: 10.1504/IJMLO.2024.10054424
   
  
• Technologies in content and language integrated learning: types, purposes, and outcomes  
  by Xieling Chen, D.I. ZOU, Haoran Xie 
  Abstract: Content and Language Integrated Learning (CLIL) has evolved into a catalyst for conceptualizing and re-conceptualizing how languages are adopted as both learning medium and object. Scholars are attempting to integrate technologies into traditional CLIL scenarios. This study systematically reviewed studies on technology-enhanced CLIL (T-CLIL) and the learning outcomes reported. A total of 23 eligible studies published from 2013 to 2021 were analyzed. We systematically reviewed T-CLIL literature from the perspectives of technology types, purposes of technology use, and outcomes due to technology use. Different technologies (e.g., multimedia, web 2.0, and learning management systems) were applied to deliver instructional content, facilitate interactions, promote practices, enhance problem-based learning, etc. Findings also revealed that T-CLIL improved students’ subject knowledge and language skills and promoted their learning motivation, engagement, problem-solving, and critical thinking abilities. The findings of this review demonstrated how state-of-the-art technologies could be utilized in CLIL classrooms to promote learners’ comprehension of non-linguistic concepts in a second language and their second-language use for real-world professional problem-solving.
  Keywords: content and language integrated learning (CLIL); technology-enhanced CLIL; technology type; purpose; learning outcomes.
  DOI: 10.1504/IJMLO.2024.10055039
   
  
• An Ethnic Context-focused Mobile Adaptive Learning Approach to Promoting Sexual Health Literacy in Non-Formal Education  
  by Suphaphan Chansiri, Charoenchai Wongwatkit 
  Abstract: The number of ethnic teenagers with unplanned pregnancies and sexually transmitted diseases has been increasing. A few can access non-formal education and learn sexual health literacy under limited learning conditions. This study aims to address these issues by proposing a mobile adaptive learning approach focusing on ethnic context. In contrast, a personalised adaptive agent with an integrated anonymous mechanism and inquiry-based interactive lessons have been designed. To investigate the effects of the proposed approach, a mobile web-based learning system on non-formal education’s sexual health literacy has been developed. Quasi-experimental research has been conducted with ethnic learners in Thailand. The findings reveal that the proposed learning approach can help improve their learning performances on sexual health literacy and gain positive learning perceptions. The significance of this study plays a vital role in understanding how to enhance sexual health literacy effectively and demonstrating better interactive lessons for the context-focused group.
  Keywords: mobile learning; adaptive learning system; sexual health literacy; SHL; ethnic learners; learning performance; learning perception; non-formal education.
  DOI: 10.1504/IJMLO.2024.10055040
   
  
• Effects of An Immersive Virtual Environment-based Gaming Approach on Students’ Occupational Health Performance, Immersion and Motivation  
  by Pongpon Seprum, Charoenchai Wongwatkit 
  Abstract: To investigate the effects of immersive virtual environment-based gaming approach and conventional mobile learning environments on learning performance, learning immersion, and learning motivation, this study developed the immersive virtual environment-based gaming approach for Occupational Health education in Emergency Response knowledge about fire and chemical emergency handling. The study results indicated that students in the immersive virtual environment-based gaming approach had higher learning achievements, immersion, and motivation levels than the conventional mobile learning approach. Furthermore, the high and low-achieving groups within the immersive game-based learning approach motivation are not different, which means that the students with high and low-achieving students still have high learning motivation toward the proposed immersive virtual environment-based gaming approach regardless of their learning capabilities.
  Keywords: immersive learning system; virtual reality; game-based learning; occupational health; learning immersion.
  DOI: 10.1504/IJMLO.2024.10056568
   
  
• An automated self-regulation advising mechanism in mobile learning environment to promote students' learning achievement, self-regulated awareness and approaches to science learning  
  by You-Hong Su, Shu-Yun Chien 
  Abstract: Mobile learning is a learner-centred mode, where students receive learning content from various sources without being limited by location or time. Self-regulated learning is crucial in mobile learning, as students have to take charge of their own learning by choosing what, when, where and how to learn. However, it can be challenging for students to regulate their learning effectively without guidance or support. Therefore, an automated self-regulation advising mechanism is proposed and implemented in a mobile learning environment to provide personalised advice and support to students in their learning process. An experiment was conducted to evaluate the effectiveness of the proposed approach. The participants were 46 eighth graders from two classes of a junior high school in Taiwan. The experimental results show that the proposed approach promoted the students’ learning achievements, time management dimension of self-regulated awareness, and surface motivation of approaches to science learning.
  Keywords: automated advice; mobile learning; self-regulated learning; SRL; science learning.
  DOI: 10.1504/IJMLO.2024.10056692
   
  
• Factors affecting users’ continuance intention to use on social network sites A sample of Vietnamese Facebookers  
  by Nam Tien Duong  
  Abstract: This study adopts social exchange theory as the research framework to investigate the factors influencing users’ interactivity and self-disclosure on social media platforms, and explores which factors can successfully increase users’ intention to continue using the platform. A total of 874 valid samples were collected, and the results confirmed that: 1) benefit factors are the main antecedents affecting user interactivity and self-disclosure; 2) the determinative factors that affect users’ intention to continue using the platform are users’ perception of human-computer interaction, interpersonal interaction, and self-disclosure depth; 3) users’ immersion experience moderates the positive impact of interaction on intention to continue using. This study provides academic and practical management implications and recommendations for future researchers.
  Keywords: interaction; Facebook; immersion; interaction; self-disclosure.
  DOI: 10.1504/IJMLO.2024.10056983
   
  
• Advancements and paradigm shifts in mobile and ubiquitous learning: A bibliometric analysis of the sixteen years of the International Journal of Mobile Learning and Organisation  
  by Yun-Fang Tu 
  Abstract: Among the international journals, the International Journal of Mobile Learning and Organisation (IJMLO) is one of a small number that focus on mobile-enabled schooling and professional training. IJMLO has been widely referred and has been included in the SCOPUS database since its first publication in 2007. In 2022, IJMLO was included in the Emerging Sources Citation Index (ESCI) due to its high citation rates. To clearly understand the advancements and paradigm shift in mobile and ubiquitous learning over the past 16 years, a bibliometric analysis was performed to analyse publications in IJMLO from 2007 to 2022. The analysis included several key issues such as the publication and citation structure of the journal, the most cited articles, the relationship of leading authors and countries/regions in the journal, and the topics and thematic evolution.
  Keywords: bibliometrics; citation analysis; mobile learning; ubiquitous learning; augmented reality.
  DOI: 10.1504/IJMLO.2024.10057098
   
  
• RELATIONSHIP BETWEEN MOBILE APPLICATION MODEL AND TEACHERS BEHAVIOUR INTENTION. EVIDENCE FROM EMERGING ECONOMY.  
  by Naveed Saif, Rahmatullah Shah, Mudassir Hussain, Uzma Syeda Gilani, Imrab Shaheen 
  Abstract: The current study applies the Gao model of a mobile application with its modified version among newly appointed teachers in Khyber Pakhtunkhwa Pakistan, through an induction program management system. For this purpose, data were collected from national testing services based appointed teachers in District Bannu through stratified random sampling. Results was analysed through structural model assessment via AMOS. Findings reveal that context has a significant relationship with perceived usefulness and ease of use factors. In the current study, two additional features perceived enjoyment and perceived innovativeness significant relation with intention proved that it has important attributes that were never explored. Both (perceived enjoyment and perceived innovativeness) possess significant relation in shaping teacher behaviour for using mobile application for learning. However, perceived ease of usefulness did not evident any relation with behaviour intention to use mobile for learning. Model of mobile applications can be better understood.
  Keywords: mobile learning; Gao model of mobile application; management system; perceived enjoyment; perceived innovativeness; perceived usefulness; ease of use.
  DOI: 10.1504/IJMLO.2024.10057419
   
  
• Future Skillset 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
   
  
• Roles, Strategies, and Research Issues of Generative AI in the Mobile Learning Era
  by Chui-Lin Lai, Yun-Fang Tu 
  Abstract: The emergence of generative AI (GAI) offers students an opportunity to experience learning interaction similar to that with real humans. This technology enables students to communicate with AI in natural language; GAI can also generate content more aligned with students’ needs. Notably, in the context of mobile learning, students will have more opportunities to interact with GAI. Therefore, exploring the role of GAI in the mobile learning environment and the possible combination with learning strategies is an important topic. In this position paper, we discuss this topic from the perspective of academic research and educational objectives. We also discuss the transformation of students’ roles in various educational objectives. Furthermore, this study explores potential research and educational issues, including integrating learning strategies, discussing student learning performance, integrating with other software and hardware, student interaction with GAI, and the issue of the right to learn GAI.
  Keywords: artificial intelligence; AI; generative artificial intelligence; GAI; mobile learning; Bloom’s taxonomy; ChatGPT; intelligent tutoring system.
  DOI: 10.1504/IJMLO.2025.10059769
   
  
• 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
   
  
• Analysis of the Effectiveness of online Learning based on the number of Eye Movement Regression  
  by Cheng Huang, Xiangyang 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, 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
   
  
• Visualization 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
   
  
• 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 ask teachers to fill the questionnaire relate to the nanotechnology. This initial analysis shows that technology as a learning media is highly 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 that 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 with an optimal learning process that is more effective.
  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
   
  
• 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
   
  
• 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
   
  
• 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, complimented with 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
   
  
• Predictors of active and inactive learners’ intention to use decision tree-based contextual mobile games for cultivating digital citizenship behavior  
  by Patcharin Panjaburee, Ungsinun Intarakamhang, Niwat Srisawasdi, Sasipim Poompimol, Preeyada Tapingkae 
  Abstract: Recently, scholars have suggested artificial intelligence to enhance digital game-based learning by considering applications of the decision tree-based method. However, the technology acceptance model still needs to be determined to reveal findings from active and inactive students. With a validated questionnaire, the stepwise multiple regression technique was used to analyse the data collected from 434 samples in secondary school settings. It was found that active students thought an effective mobile game would include particular situations or tasks and the materials and methods influencing the adjustment of their behaviours. It is interesting to note that active students’ attitudes toward the decision tree-based contextual mobile gaming system are largely influenced by how easy they perceive the use of the system to be. Regarding the findings, this study discusses further implementation by properly developing and implementing the decision tree-based contextual mobile gaming approach to cultivate students’ digital citizenship competencies.
  Keywords: AI in education; learning patterns; mobile learning; technology-enhanced learning; intention.
  DOI: 10.1504/IJMLO.2025.10065281