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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 March 2023) | Viewed by 31931

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Special Issue Editors

Dr. Stamatios Papadakis

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Guest Editor

Department of Preschool Education, Faculty of Education, University of Crete, 741 00 Crete, Greece
Interests: technology-enhanced learning; game-based learning; educational robotics; computational thinking; coding; STEM; machine learning; artificial intelligence
Special Issues, Collections and Topics in MDPI journals

Dr. Michail Kalogiannakis

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Guest Editor

Pedagogical Department of Preschool Education, Rethymnon Campus, The University of Crete, 74100 Crete, Greece
Interests: early years science education; ICT in early years; mobile learning; STEM education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The evaluation of mobile learning remains an open research issue, especially regarding activities outside the classroom. One of the main challenges in the field of technology-enhanced learning is the recognition of the activities and contexts of learners. Learning analytics are driven by the collection and analysis of traces that learners leave behind. Indeed, learning analytics can be served in every feature phone via SMS notifications or in powerful smartphones via richer visualizations or statistics. It can help to elucidate and optimize the learning process and the environments in which it occurs. To date, learning analytics has mostly been fed back to users through web-based learning dashboards.

In this context, learning analytics can provide answers and offer the appropriate tools for enhancing mobile learning experiences. In this issue, we invite studies using learning analytics techniques to support educational decision making designed by extending the results of well-established studies in this field to deal with the complexity of mobile learning.

Dr. Stamatios Papadakis
Prof. Dr. Michail Kalogiannakis
Guest Editors

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Keywords

mobile learning
learning analytics
formal learning
informal learning
mobile learning experiences

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Published Papers (9 papers)

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12 pages, 839 KiB

Open AccessArticle

Predicting the Behavioral Intention of Greek University Faculty Members to Use Moodle

by Konstantinos Lavidas, Stamatis Papadakis, Andromachi Filippidi, Christopher Karachristos, Anastasia Misirli, Aggeliki Tzavara, Vassilis Komis and Nikos Karacapilidis

Sustainability 2023, 15(7), 6290; https://doi.org/10.3390/su15076290 - 6 Apr 2023

Cited by 10 | Viewed by 2051

Abstract

An emerging area of research is the study of factors that influence the use of e-learning systems in higher education. Previous studies have mainly focused on the factors that influence the adoption of learning management systems (LMS) from the student’s point of view, and rarely from the point of view of the university lecturers. Moodle is an open-source LMS that has been used increasingly by the higher education community worldwide in the past few years. The purpose of this study is to investigate the factors that explain the acceptance of Moodle by academic personnel (faculty members) in the Greek higher education system. The convenience sample consists of 85 lecturers from different universities in Greece. All of them reported having used Moodle. Using the technology acceptance model, the correlations between the six latent variables (perceived ease of use, perceived usefulness, behavioral intention to use, perceived self-efficacy, subjective norms, and technology complexity) were examined. Five of the eight hypotheses were supported by variance base structural equation modelling. The total explained variance of the faculty members’ behavioral intention to use Moodle was estimated to be 68.3%. Perceived usefulness and perceived ease of use had a high overall effect. Subjective norms, self-efficacy, and technological complexity influenced the teachers’ intentions to adopt Moodle. This study recommends training as well as technical support for academic personnel. In addition, stakeholders should address these factors to increase usability, awareness of new opportunities for the educational community, accessibility, and the general dissemination of the benefits of learning management systems in education. Full article

(This article belongs to the Special Issue Sustainable Mobile Learning and Learning Analytics)

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22 pages, 1985 KiB

Open AccessArticle

Mobile-Based Training and Certification Framework for Teachers’ Professional Development

by Nisar Ahmed Dahri, Waleed Mugahed Al-Rahmi, Abeer S. Almogren, Noraffandy Yahaya, Muhammad Saleem Vighio and Qusay Al-Maatuok

Sustainability 2023, 15(7), 5839; https://doi.org/10.3390/su15075839 - 28 Mar 2023

Cited by 14 | Viewed by 3145

Abstract

This study highlights the challenges faced in providing professional development programs for teachers, including limited resources and conventional training methods. Mobile technology, with its flexibility and cost-effectiveness, is increasingly being used as a part of professional development programs, but existing frameworks do not adequately support the integration of technology. This study proposes a mobile-based training certification framework that includes support for mobile phones, a training curriculum and assessment, expert support, and CPD evaluation. The framework was piloted with 35 participants from Pakistan and Saudi Arabia, with positive results indicating that mobile-based training is effective in enhancing teachers’ learning outcomes. According to the teachers’ responses, 100% agreed that this was a groundbreaking endeavor and expressed excitement to use it. Additionally, 98% found mobile learning easier and more enjoyable than traditional methods. The study recommends the implementation of the mobile-based training certification framework to improve teachers’ professional development and bridge the gap between traditional training methods and the needs of modern-day educators. The study also highlights the potential of mobile-based training to improve student outcomes by developing the knowledge and skills of teachers. Full article

(This article belongs to the Special Issue Sustainable Mobile Learning and Learning Analytics)

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19 pages, 3098 KiB

Open AccessArticle

Analyzing Critical Success Factors for Sustainable Cloud-Based Mobile Learning (CBML) in Crisp and Fuzzy Environment

by Quadri Noorulhasan Naveed, Adel Ibrahim Qahmash, Mohamed Rafik N. Qureshi, Naim Ahmad, Mohammed Aref Abdul Rasheed and Md Akhtaruzzaman

Sustainability 2023, 15(2), 1017; https://doi.org/10.3390/su15021017 - 5 Jan 2023

Cited by 11 | Viewed by 2098

Abstract

Mobile Learning (M-Learning), driven by technological digital advancement, is one of the essential formats of online learning, providing flexibility to learners. Cloud-based mobile learning (CBML) provides value additions by providing an economic alternative to E-learning. Revolutionary changes in smartphone design and features have enhanced the user experience, thus encouraging mobile learning. During the COVID-19 pandemic, E-Learning and M-Learning allowed continuing education to occur. These methods continue to offer more opportunities to learners than constrained face-to-face classroom learning. There are many main critical success factors (CSFs) and subfactors that play an influential role in sustainable M-Learning success. The current study focuses on the assessment and ranking of various main factors and subfactors of CBML. Analytic hierarchy process-group decision-making (AHP-GDM)- and fuzzy analytic hierarchy process (FAHP)-based methodologies were used to evaluate and model the main factors and subfactors of CBML in crisp and fuzzy environments. Higher education institutes must strive to address these main factors and subfactors if they are to fulfill their vision and mission in the teaching–learning system while adopting sustainable M-Learning. Full article

(This article belongs to the Special Issue Sustainable Mobile Learning and Learning Analytics)

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20 pages, 2653 KiB

Open AccessArticle

Investigating Important Elements That Affect Students’ Readiness for and Practical Use of Teaching Methods in Higher Education

by Mohammed Abdullatif Almulla

Sustainability 2023, 15(1), 653; https://doi.org/10.3390/su15010653 - 30 Dec 2022

Cited by 10 | Viewed by 2404

Abstract

In the classroom, blended learning is rising in popularity. The goal of this study was to investigate and assess the factors that affect students’ readiness for, perception of behavioral control over, attitudes toward, behavioral intention to use, and actual usage of blended learning in higher education. The researchers therefore set out to develop a novel model for assessing and investigating key factors that affect students’ readiness as well as their perceived behavioral control over their use of blended learning in higher education. The study involved 345 undergraduate and graduate students from King Faisal University. In order to analyze the research data, structural equation modeling was used (AMOS-SEM). (a) The students’ readiness for and perceived behavioral control of blended learning have a direct positive impact on students’ self-efficacy, motivation to learn, learning control, and learning autonomy; (b) The students’ readiness for and perceived behavioral control of blended learning have a direct positive impact on students’ attitude toward use and students’ behavioral intention to use blended learning; and (c) the students’ attitude toward blended learning has a direct positive impact on scholastic achievement. A validated instrument was created to examine and look into key factors that influence students’ willingness to accept blended learning in Saudi Arabian higher education as a result of the findings. Full article

(This article belongs to the Special Issue Sustainable Mobile Learning and Learning Analytics)

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15 pages, 2045 KiB

Open AccessArticle

Evaluation of Children’s Discourses Regarding Imaginary Companion: The Case of Türkiye

by Elçin Yazıcı Arıcı, Hasan Kağan Keskin, Stamatios Papadakis and Michail Kalogiannakis

Sustainability 2022, 14(24), 16608; https://doi.org/10.3390/su142416608 - 12 Dec 2022

Cited by 8 | Viewed by 1750

Abstract

Preschool children’s imaginary companions are a relatively unexplored phenomenon. This article provides information about a qualitative study investigating Turkish children’s statements about their imaginary companions. Forty-six children aged between 48–60 months were interviewed. A phenomenological pattern was used to explore themes in the research. As a result of the research, six themes and 24 categories were created. When the themes were reviewed, it was seen that the children’s imaginary companions were male in terms of gender, clothing, and accessories in terms of appearance characteristics, and happiness in terms of mood characteristics. In addition, considering the thinking status of their imaginary companions, it was determined that they concentrated in the category of entertainment/game, in the category of communication skills in terms of liked/admirable features, and finally in the category of negative behaviour as disliked/unadmirable features. Addressing imaginary companions in children’s lives in different dimensions can contribute to their development. Full article

(This article belongs to the Special Issue Sustainable Mobile Learning and Learning Analytics)

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13 pages, 271 KiB

Open AccessArticle

Students’ Mobile Phone Practices for Academic Purposes: Strengthening Post-Pandemic University Digitalization

by Kleopatra Nikolopoulou

Sustainability 2022, 14(22), 14958; https://doi.org/10.3390/su142214958 - 11 Nov 2022

Cited by 7 | Viewed by 4942

Abstract

The COVID-19 pandemic is considered as a turning point that has impacted the digital transformation of higher education. However, the link between students’ mobile phone practices and university digitalization is not sufficiently or explicitly discussed. The purpose of this study is to provide evidence about university students’ mobile phone practices for academic purposes, and to contribute to the debate regarding post-pandemic university digitalization. The participants were 60 students studying in a Greek university, data were collected via an open-ended questionnaire, and descriptive content analysis was used to examine the qualitative data. Students mainly use their mobile phones for information searches (e.g., for assignments, videos, photos, graphs, simulations, online dictionaries, and scientific papers), easy and quick access to e-classes (e.g., course material/slides) and the faculty’s site, and for communication with peers (e.g., queries, sharing educational resources) and tutors. During mobile practices, students experience advantages (easy-quick searches, flexibility, familiarization with digital technology) and disadvantages (internet connectivity, unreliable information sources, distractions). Implications for students, educators, and university policy-organization (policymakers have a role in reshaping digitalization) are discussed. It is argued that mobile learning has the potential to strengthen university digitalization, thus affecting the sustainability of education in the post-pandemic era. Full article

(This article belongs to the Special Issue Sustainable Mobile Learning and Learning Analytics)

21 pages, 1229 KiB

Open AccessArticle

Examination of STEM Parent Awareness in the Transition from Preschool to Primary School

by Zerrin Mercan, Stamatios Papadakis, Ali İbrahim Can Gözüm and Michail Kalogiannakis

Sustainability 2022, 14(21), 14030; https://doi.org/10.3390/su142114030 - 28 Oct 2022

Cited by 13 | Viewed by 2853

Abstract

This study, which aims to examine STEM parent awareness in the transition from preschool to primary school, used a survey model, one of the quantitative research designs. The study group consisted of 400 parents with children aged 5–7 years (preschool and primary school age) who participated in the study voluntarily from different provinces of Turkey. The STEM Parent Awareness Scale, was used to collect data. The STEM Parent Awareness Scale evaluated parents’ STEM awareness in knowledge and attitude. Data collection took place online using volunteer participants. Data analysis consisted of descriptive analyses using quantitative data and MANOVA to analyze the STEM awareness of parents with preschool children and the STEM awareness of parents with children in primary school. Data analysis revealed that STEM parent awareness did not differ according to the children’s education levels but the parents’ and the children’s STEM education status. To raise awareness, the authors recommend organizing training activities, courses, and workshops for families and increasing STEM studies in out-of-school activities. Full article

(This article belongs to the Special Issue Sustainable Mobile Learning and Learning Analytics)

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17 pages, 5149 KiB

Open AccessArticle

Sustainable Teaching and Learning through a Mobile Application: A Case Study

by Santiago Criollo-C, Erick Altamirano-Suarez, Lucía Jaramillo-Villacís, Kevin Vidal-Pacheco, Andrea Guerrero-Arias and Sergio Luján-Mora

Sustainability 2022, 14(11), 6663; https://doi.org/10.3390/su14116663 - 30 May 2022

Cited by 15 | Viewed by 4651

Abstract

Currently, mobile devices are widely used as a support in education for teaching and learning of multiple academic subjects. An example of this is educational mobile applications, which in recent years have been massively developed and have generated multiple downloads for use in the classroom. Despite their features and benefits, the use of mobile devices such as smartphones is not usually allowed in classrooms due to the distraction they can generate. This paper aims to evidence the use of mobile devices in education and why it should be used as a support in the educational model. To do this, it is proposed to compare two teaching-learning methodologies and identify whether the use of mobile applications can influence the specific education of an engineering subject. The methodologies were tested in the classroom, focusing on IP addressing and network numbering systems, with two groups of students: an experimental group and a control group. At the end of the experiment, their performance was evaluated using a questionnaire. The answers of this questionnaire were subjected to an analysis of variance (ANOVA) and hypotheses were proposed to identify whether the use of a mobile application used as a support in the educational model has benefits in learning. The results indicate that educational mobile applications can be helpful in the teaching-learning process and at present, education can benefit from the use of this innovative learning methodology. Full article

(This article belongs to the Special Issue Sustainable Mobile Learning and Learning Analytics)

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29 pages, 1063 KiB

Open AccessSystematic Review

Early Childhood Learning Losses during COVID-19: Systematic Review

by Mustafa Uğraş, Erdal Zengin, Stamatis Papadakis and Michail Kalogiannakis

Sustainability 2023, 15(7), 6199; https://doi.org/10.3390/su15076199 - 4 Apr 2023

Cited by 16 | Viewed by 6281

Abstract

The global education system has been significantly disrupted by COVID-19, and researchers are concerned with the impact this has had on students who have experienced learning loss. This study aims to systematically review the articles published in Science Direct, Wiley Online Library, SpringerLink, Sage Journals, Taylor & Francis Online, ERIC, JSTOR and Google Scholar on learning loss experienced by students in early childhood during the COVID-19 pandemic between 2020 and 2023. We conducted a systematic literature review of 33 articles published in the Web of Science (WOS), ERIC and Google Scholar electronic databases between 2020 and 2023. The review found a significant increase in early childhood learning losses. In addition, the present study found an increase in inequality, while certain demographic groups experienced more learning loss than others. Full article

(This article belongs to the Special Issue Sustainable Mobile Learning and Learning Analytics)

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