Relevant bibliographies by topics / M-learning preferences

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'M-learning preferences'

Author: Grafiati
Published: 11 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "M-learning preferences"

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Sengsouliya, Souksakhone, Sithane Soukhavong, Say Phonekeo, Vanmany Vannasy, Vanthala Souvanxay, and Chanmany Rattanavongsa. "The Effect of Contextual Factor on Learning Styles Preferences of English Majors in Lao Public Universities." Journal of English Language Teaching and Linguistics 6, no. 3 (2021): 683. http://dx.doi.org/10.21462/jeltl.v6i3.667.

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<em>This research is a quantitative correlational design, which investigates the English learning styles preferences of English major in Laotian public universities in Lao PDR and tests the effect of contextual factors on the participants’ learning styles preferences. The sample of this research involved 542 university-level students who major in English at a bachelor-degree program in four public universities in Lao PDR. The instrument of the study was Reid’s (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ), which includes six different learning styles (Audio, Visual, K
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Al-Ismail, Mazen, Mohammad Yamin, Ying-Hsang Liu, and Tom Gedeon. "Learner characteristics of m-learning preferences." International Journal of Information Technology 11, no. 3 (2019): 493–505. http://dx.doi.org/10.1007/s41870-019-00279-w.

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Yau, Jane Yin Kim, and Mike Joy. "A context-aware personalised m-learning application based on m-learning preferences." International Journal of Mobile Learning and Organisation 5, no. 1 (2011): 1. http://dx.doi.org/10.1504/ijmlo.2011.038688.

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Sakibaev, S. R. "M-Learning in Mathematical Education." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 97, no. 3 (2023): 72–76. http://dx.doi.org/10.18411/trnio-05-2023-140.

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The article deals with the use of mobile devices in teaching mathematics. The analysis and effects of the integration of mobile technologies in the educational process are given. It is shown that mobile technologies can be successfully used to enhance the interaction between teachers and students and increase the flexibility of the learning process. Different aspects of mobile technology usage in modern higher education are discussed. The main preferences for the use of mobile devices by students and teachers in learning are analyzed.
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Bingol, Mustafa Azmi. "Student Preferences for M-Learning in Higher Education Institutions." Journal of Education in Black Sea Region 4, no. 1 (2018): 35–43. http://dx.doi.org/10.31578/jebs.v4i1.152.

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It is inevitable to use different high-tech devices, particularly smart phones, in today’s rapid life. As a result, educators who work in this sector try to take advantage of developing technology in order to implement the teaching and learning process. Nevertheless, applying mobile learning to educational institutions requires special studies in order to adapt and implement the materials. Due to this reason, it is necessity to make a much more decent research on the acceptance of m-learning by students in terms of setting up m-learning systems in universities. The main goal of this research i
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Al-Ismail, Mazen, Tom Gedeon, and Mohammad Yamin. "Effects of personality traits and preferences on M-learning." International Journal of Information Technology 9, no. 1 (2017): 77–86. http://dx.doi.org/10.1007/s41870-017-0012-0.

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Kherazi, Abdelouahed, and Mounir Bourray. "Gamification and m-learning: An innovative approach to sustainable language learning." E3S Web of Conferences 477 (2024): 00066. http://dx.doi.org/10.1051/e3sconf/202447700066.

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This study delves into the role of AI-assisted gamification in enhancing user engagement within mobile language learning applications. The investigation begins with a critical examination of popular gamified applications, such as Duolingo, to identify key elements that drive user engagement. The research employs a mixed-method approach, integrating the analysis of user feedback gathered from surveys and interviews to understand the impact of these gamification elements on learner motivation and satisfaction. A significant focus of the study lies in exploring how artificial intelligence (AI) co
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Ariani, Setya, Nita Maya Valiantien, and Noor Rachmawaty. "STUDENTS’ LANGUAGE LEARNING STYLE PREFERENCES AT ENGLISH LITERATURE STUDY PROGRAM." CaLLs (Journal of Culture, Arts, Literature, and Linguistics) 7, no. 1 (2021): 103. http://dx.doi.org/10.30872/calls.v7i1.5160.

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Learning style is one of the factors contributing to students’ success on second or foreign language learning. This present research attempted to identify various learning styles used in learning English by administering Perceptual Learning Style Preference Questionnaire ( PLSPQ ) for 121 EFL students at English literature study program. The result of descriptive analysis showed that the overall students’ preferred learning style was found to be auditory (M= 37.5, SD = 4.48). Based on gender differences, a majority of male students were auditory students ( M = 38.6, SD = 4.27) and most of the
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RIZAKHOJAYEVA, G., Zh ABDIKHANOVA, and Z. BINGOL. "THE ROLE OF GAMIFICATION IN LEARNING ENGLISH FOR TOURISM STUDENTS." Iasaýı ýnıversıtetіnіń habarshysy 135, no. 1 (2025): 409–18. https://doi.org/10.47526/2025-1/2664-0686.174.

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This study investigates the preferences and attitudes of first-year students in the Faculty of Tourism at the International University of Tourism and Hospitality in Turkestan towards the use of multimedia tools, particularly gamification, in learning English. The research tested the hypothesis that gender differences significantly influence multimedia preferences (H1) against the null hypothesis of no significant differences (H0). Using mixed methods involving surveys and interviews, data were collected from 34 participants (16 males, 18 females). Inferential statistical analysis confirmed sig
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Jumaat, Nurul Farhana, Zaidatun Tasir, Noor Hidayah Che Lah, and Zakiah Mohammad Ashari. "Students’ Preferences of m-Learning Applications in Higher Education: A Review." Advanced Science Letters 24, no. 4 (2018): 2858–61. http://dx.doi.org/10.1166/asl.2018.11078.

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Dissertations / Theses on the topic "M-learning preferences"

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Al, Ismail Mazen Ibrahim I. "The impact of learners' characteristics on m-learning preferences, and how m-learning preferences form choices in different contexts." Phd thesis, 2018. http://hdl.handle.net/1885/154711.

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Students adopt different strategies, show a range of preferences, and make individual choices as they learn to learn effectively and efficiently. Facilitating students to customise their own preferred techniques will maximise students’ learning. Mobile devices allow learning to occur anywhere and at any time. However, the nature of mobile devices, such as the need to access a digital format on devices with small screens, influence students’ e-learning preferences. There is now a growing research effort which aims to understand l
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Book chapters on the topic "M-learning preferences"

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Yokuş, Gürol, and Tuğba Yanpar Yelken. "The Adoption of Mobile Devices as Digital Tools for Seamless Learning." In Advances in Educational Technologies and Instructional Design. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1692-7.ch015.

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This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for t
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Yokuş, Gürol, and Tuğba Yanpar Yelken. "The Adoption of Mobile Devices as Digital Tools for Seamless Learning." In Mobile Devices in Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1757-4.ch015.

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This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for t
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Both, Lilly E. "ATTITUDES TOWARD LEARNING PREFERENCE:THE RELATION WITH PERSONALITY." In Advances in Psychology and Psychological Trends. inScience Press, 2020. http://dx.doi.org/10.36315/2021pad30.

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In this study, 106 women (M age = 23 years) completed a series of questionnaires online assessing personality traits and facets (subscales), learning preferences (Activist, Reflector, Theorist, Pragmatist), and attitudes toward learning preferences.The vast majority of participants in this study believed that students are more likely to have academic success when teaching and learning strategies match their learning style. However, the results of several hierarchical regression analyses found that a large proportion of variance in learning style was accounted for by personality traits or facet
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GALEF, BENNETT G. "Social Enhancement of Food Preferences in Norway Rats: A Brief Review11Some portions of this article have appeared previously in Galef, B. G., Jr. (1994). Olfactory communications about foods among rats: A review of recent findings. In B. G. Galef, Jr., M. Mainardi, and P. Valsecchi (Eds.), Behavioral Aspects of Feeding (pp. 83–102). Chur, Switzerland: Harwood Academic Publishers." In Social Learning in Animals. Elsevier, 1996. http://dx.doi.org/10.1016/b978-012273965-1/50004-2.

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Conference papers on the topic "M-learning preferences"

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Yau, Jane Y. K., and Mike Joy. "A Context-Aware Personalized M-learning Application Based on M-learning Preferences." In 2010 IEEE 6th International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE). IEEE, 2010. http://dx.doi.org/10.1109/wmute.2010.15.

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Synytsya, Kateryna, and Oleksiy Voychenko. "PODCASTING AS THE FIRST STEP IN M-LEARNING IMPLEMENTATION." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-044.

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For educational organizations offering e-learning, intensive flow of technological innovations may be considered as both blessing and curse at the same time. On the one hand, many challenging tasks, such as creation of multimedia content, become easier with new technologies and tools, so e-learning creation, support and delivery is currently affordable in sense of investments and human resources as a part of common educational practice. On the other, large scale technological changes, such as transfer to a new platform, require meticulous analysis of potential benefits and drawbacks due to the
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Gafni, Ruti, and Nitza Geri. "Evolving Consumption Patterns of Various Information Media via Handheld Mobile Devices." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2148.

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This study examines diverse information media in order to identify those formats that are most suitable for consumption via handheld mobile devices, namely smartphones and tablets. The preferences of the users were measured objectively, by analyzing actual data of their relative use of handheld mobile devices and personal computing (PC) desktop devices, including laptops and notebooks, for consumption of information presented in various formats. Our findings are based on Google Analytics pageview data of five course Websites during a period of three semesters, by 11,557 undergraduate students.
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Lee, Sihyoung, Seungji Yang, Yong Man Ro, and Hyoung Joong Kim. "Personalized summarization using user preference for m-learning." In Electronic Imaging 2008, edited by Reiner Creutzburg and Jarmo H. Takala. SPIE, 2008. http://dx.doi.org/10.1117/12.765972.

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Silvestru, Catalin ionut, Alexandru robert Mihaila, Camelia ramona Silvestru (bere), and Marianernut Lupescu. "RESPONSIVENESS TO MOBILE LEARNING IN FORMAL LEARNING - A CASE STUDY." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-067.

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Virtualization of approaches in learning and teaching has increasingly taken over, bringing added value to the quality in the educational act. Nevertheless, technological progress is faster than availability of users in using the most recently developed devices and applications. In such context, taking into account that recent approaches in education needs to keep track with technological developments, we are aware that the reactions to developments in e-education, including mobile learning, vary depending on stakeholders and/or types of approaches that are being used. In the present case stud
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Álvarez, Rebeca Suárez, and Antonio García Jiménez. "Conciliando el móvil con el aula. Mobile-learning como experiencia de aprendizaje en educación superior a través de Wooclap." In IN-RED 2023: IX Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/inred2023.2023.16412.

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El uso de los móviles se ha vuelto una práctica diaria en la vida de los jóvenes. Su consumo invita a repensar las prácticas docentes para utilizarlos como herramientas didácticas para diseñar actividades docentes innovadoras. El objetivo de esta investigación es conocer si el mobile-learning (m-learning) potencia el proceso de enseñanza-aprendizaje en la enseñanza superior con la herramienta Wooclap. Mediante metodología cuantitativa a través de cuestionario, se encuesta a alumnos de los grados de Periodismo, de Publicidad y Relaciones Públicas y del Máster Universitario en Periodismo Interna
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Grosu, Maria, Vasile Mindrigan, Natalia Nicolaiciuc, and Irina Borzin. "Analysis of the motivation factors of the practice of tourist activities by adolescents." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.22.

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Adolescence is an essential period in the life of every individual, characterized by significant transitions and accelerated personal development. At this stage, young people are motivated by the need for exploration, the desire to socialize and develop their identity. Tourist activities thus become a perfect opportunity to satisfy these needs. In this article, we aim to analyze some key aspects of teenagers' motivation in tourism activities. At the present moment, most studies continue to highlight the importance of the motivational factors of teenagers in the practice of tourism activities.
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