یادگیری سیار

This research examines the challenges of designing mobile learning and the impact of mobile technologies on the boundaries of formal and informal learning. Its goal is to analyze the experiences of learners, teachers, and instructional designers in fluid environments and explore the opportunities and challenges related to mobility and learning interactions. To achieve this, a qualitative methodology is used, which includes collecting textual data from 40 case studies from various educational settings such as universities, schools, professional training centers, and online workshops. Additionally, qualitative data is gathered through semi-structured interviews with 32 learners and 7 teachers. These interviews focus on the impacts of mobile technologies on learning processes, changes in the boundaries of formal and informal learning, and the challenges arising from them. The data is analyzed using qualitative content analysis, which helps identify key concepts and social and cultural patterns in mobile learning. The findings indicate that mobile learning faces four major challenges: interaction between different locations and social groups, the impact of personal technologies on access to informational resources, the blurring of boundaries between formal and informal learning, and contextual complexities in mobile learning design. This research suggests that to design more effective mobile learning, communicative approaches and multidimensional concepts should be used to comprehensively consider the various aspects of mobility and learner interactions. The results of this study can assist instructional designers in improving mobile learning environments based on the needs and characteristics of different learners, thereby creating a more integrated and flexible learning experience. These findings may also provide new strategies for designing educational programs across different levels of education.

Recent advances in technology have brought about significant changes in various fields. The educational system, which is a fundamental pillar of every society, has always been affected by these developments. Thanks to technological advances, new concepts such as mobile learning have entered the field of education and learning. Classroom Response System (CRS), also known as Clicker, is a new educational approach that attempts to guide the teaching-learning process by creating interaction between the instructor and the learner. This research aims to investigate the use of Classroom Response System in mobile learning and their role in the educational process. The current research method is descriptive and the data is collected in a documented way. The results of this research showed that learners have a positive attitude towards the classroom response system (clickers) and believe that using this technology increases interest in the classroom In addition, the conducted research shows that the classroom response system has the potential to increase the concentration, attention, and presence of learners, and at the same time, it increases the interaction and participation of learners with each other and learners with the instructor, and improves their understanding of educational subjects.Among the well-known clickers in the field of learning are Kahoot, Quizzes, Socratio, and Mentimeter. Combining clicker technology with active teaching methods and peer-assisted learning can also lead to high efficiency.

Mobile game-based learning (MGBL) can be defined as a game for learning purposes utilizing mobile technologies for a gaming platform. The present study was conducted with the aim of the effect of mobile game-based learning on the learning rate and motivation of students in the labor and technology course. The research method is in the framework of survey studies. The statistical population included all male students in the ninth year of the first period of Damghan high school in the academic year of 2019-2020, 549 people, of which 40 people were selected by the available sampling method. The tool for collecting information is a questionnaire made by the researcher, which includes a questionnaire measuring the amount of learning with a reliability calculation based on Cronbach's alpha 0.71 and a questionnaire measuring the level of motivation with a reliability calculation based on Cronbach's alpha 0.89. Also, the farm simulator game was used to measure the effectiveness of the mobile game. The content validity of the questionnaires was determined with the help of experts. The data were used with the help of descriptive tests and inferential MANCOVA statistics. The results showed that mobile game-based learning had a significant effect on students' learning and motivation. From the obtained results, it can be concluded that mobile game-based learning has a positive and significant effect on students' learning. This approach has significant potential on students' motivation in a way that increases students' interest and students show more effort and effort for the excellent performance of the activity.

Every day we witness the formation of new technologies in education; One of these technologies during the last two decades is mobile technology. The noteworthy point in this context is the difference between the existence of mobile technology and the achievement of mobile learning in the e-teaching-learning process. The purpose of this research is to investigate the capabilities of mobile learning in the electronic teaching-learning process from the two perspectives of the existence of mobile technology and the achievement of mobile learning, and finally to achieve strategies to actualize it during the memorization-learning process. The research method is qualitative and interpretive in response to the research questions. In order to find the research done in the field of e-learning and mobile learning, these keywords were searched in the internal index databases among scientific research articles. Then, according to the relationship between the researches and the research topic, 7 related researches were analyzed according to the indexing year (1390-1400). In this research, we seek to answer the following questions; 1. What capabilities does mobile learning have for use in the teaching-learning process? 2. What are the strategies for moving from mobile technology to mobile learning in the teaching-learning process?

The research showed that mobile technology and mobile learning are different but related to each other. Also, mobile learning has useful capabilities and advantages for use in the teaching-learning process. In order to achieve mobile learning, two types of applied strategies of technology and education should be considered and applied.

Mobile learning based on electronic learning and with the help of mobile technologies can increase the effectiveness of learning and academic performance, increase memory, create motivation and strengthen self-efficacy.

The present study aimed to determine the effectiveness of mobile learning based on social networks on self-regulated learning strategies, academic well-being and achievement motivation of sixth grade elementary students in Marvast. The research method was quasi-experimental with pre-test-post-test design with control group and the statistical population included all sixth-grade elementary students in the city. The sample size consisted of 30 students who were selected by convenience sampling method and randomly assigned to experimental (n = 15) and control (n = 15) groups. The research tools for data collection were Hermans Progress Motivation Questionnaire (1970), Petrinen et al.'s Standard Academic Welfare Questionnaire (2014) and Pintrich and Grout (1990) Self-Regulated Learning Strategies Questionnaire. Students were taught mobile learning based on social networks, via mobile phones and virtual networks, in regular sessions twice a week. The results of examining the hypotheses through covariance analysis (significance level 0.05) showed that the hypotheses are significant. The results showed that mobile learning based on social networks is effective on self-regulation learning strategies, academic well-being, and motivation to improve the sixth-grade students in Marvast. Mobile learning based on social networks is a new approach in education that should be used.

Learning environments are considered to be one of the most basic factors of effective learning. With the advent of the 20th century, the nature of these environments has undergone fundamental changes and transformations (Moradi, Fazeli & Hoseni, 2021). In the past decades, when the volume of information was more limited, the methods used could easily help to remember and link information to each other and create new findings. But now that the amount of information has exceeded the previously limited boundaries, traditional learning methods cannot be less effective for the current amount of information (2022, Banks & Kay). This is despite the fact that in recent years, the introduction of the Internet into education changed the attitude and expectations of physical learning environments. Gradually, the learning environment will develop as future schools as lifelong learning centers (2021, OECD). On the other hand, it can be said that technological developments created a new learning environment that has non-physical dimensions. Internet; This environment can be accessed from anywhere through tools such as computers, tablets or smartphones (Mäkelä, Fenyvesi, Kankaanranta, Kenttälä, Merjovaara, Mäki-Kuutti, & Pavlysh, 2021). Therefore, in the present time, according to these developments, one of the most important things that should be paid attention to in learning approaches is the creation of attractive learning environments. This action can be achieved through the use of audio and video technologies as well as the use of concrete examples of content (Li & Huang, 2017). Therefore, to achieve greater effectiveness in learning outcomes in learning environments based on mobile technology, it is necessary to adopt and implement the best approaches that create attractive learning situations. In this regard, according to the successful experiences obtained from the implementation of the reverse approach in different countries, it is necessary to examine the components of this approach in our country in order to check the possibility of implementing this approach in mobile learning environments, so this research aims to The identification of the components of the learning environment based on mobile technology for the implementation of an effective flipped class has been done in a central research method. The current research was conducted qualitatively with a mixed research approach. In this research, after coding and selecting the main categories, in the next step, a combination of these categories was done, which led to the design of a conceptual framework in the field of mobile learning based on reverse learning. The selected statistical population includes researches conducted in the field of mobile learning based on reverse learning, and the criteria for entering the research was to be related to mobile learning, reverse learning, Persian and English from 2013 to 2023. The databases from which these articles were selected are: Mag-Iran database, Normagz, Civilica, Humanities Research Institute, Iran Profile and foreign databases Scopus, Science Direct, ProQuest, Eric, Springer and Google Scholar from 2013 to 2023. AD was for foreign research and 1391 to 1401 for internal research. Data analysis was done using inductive qualitative content analysis and thematic analysis, and after defining the analysis unit, categories were defined and the categories were coded, and after coding all the categories, the codings were evaluated and the data was extracted based on the coding. In this stage, 25 open codes were selected and in the last stage, which is the selection of the main (core) categories, 9 core categories were selected. After analyzing the articles, from the total information collected and coded, close categories were placed in a main category. In this stage, 25 codes were re-selected, and in the last stage, which is the selection of main (core) categories, 9 core categories were selected. The components of the mobile technology learning environment for implementing the flipped class include 9 main components (core category). The first component of training content: includes the content of reverse learning training. The second component of learning methods including learner-centered experiences, learner activity, interaction with others, involvement, cooperative and team learning. The third component of information sharing: includes sharing and publishing information. The fourth component of content production: by the teacher including the ability to produce educational content, the skill of working with video production software. The fifth component of educational goals: including general and partial goals. The sixth component of learner evaluation: axis including task-based evaluation, evaluation based on real experiences, activity-based evaluation, self-evaluation. The seventh component of transferring education outside the classroom: including pre-class preparation and transferring lectures outside the classroom. The eighth component of mobility and portability: includes the sub-components of portability, expandability, mobility, portability, ubiquity. The ninth component of technological support: includes sub-components of technical issues, equipment, internet connection, infrastructure, technology and tools, technological gap, user interface. According to the results of the present research, it is suggested that teachers and professors design educational content in such a way that it can be taught in this approach to implement the flipped class based on mobile technology. It is also necessary to provide training and empowerment courses for professors and teachers in the field of using applied software for content production. It is also suggested to provide the necessary technological platform for the reverse learning environment in schools and universities. One of the limitations of the research is that the components of the learning environment based on mobile technology have not been externally validated in order to implement an effective reverse classroom, and external validation is necessary for its application.

The current research was conducted with the aim of comparing the current and future attitudes of students and professors of the medical department of Islamic Azad University of Mazandaran in order to use mobile learning in the teaching and learning process using a survey method.The statistical population was, first, all the professors, including faculty members and teaching staff in the medical department, and the second statistical population was all the students of the medical department in the academic year 1400-01, which was 175 people by stratified random sampling method. 310 professors and students were selected as a statistical sample. The measuring instrument was a researcher-made questionnaire, which was calculated to be 0.89 using the internal consistency method and Cronbach's alpha coefficient. At the confidence level of 95% (α=0.05), the one-group t-test showed that the present and future attitudes of students in using mobile learning are more than average and positive. Also, the present and future attitude of professors in using mobile learning is more than average and positive. The t-test for independent groups showed that the current attitude of students and professors in using mobile learning is not different, and currently students and professors of the medical department have the same attitude towards using mobile learning in the teaching and learning process. However, the future attitude of students and professors in the use of mobile learning is different and the future attitude of the professors of the medical department in order to use mobile learning in the teaching and learning process is more positive than the students' attitude.

Mobile learning is a new learning situation that provides an opportunity for collaborative, personal, non-formal, and student-centered learning environments. In implementing any learning system, such as a mobile learning environment, it is important to understand the challenges that affect its implementation. Therefore, it is vital to examine the factors affecting the acceptance of this type of learning among teachers and students, because without acceptance, implementation will be impossible. Therefore, the purpose of this study is to present a set of effective factors in the acceptance of mobile learning among students and teachers with an emphasis on the "conceptual review" method. This study presents the findings of a conceptual review of the factors affecting the acceptance of mobile learning among teachers and students. A systematic search in this study according to keywords reached 336 studies, which finally, by studying the text, 12 studies were in accordance with the objectives and criteria of the study. The analysis of the results showed that factors such as the expectation of efficiency, enjoyability, quality of learning system, ease of use, digital literacy, learning self-management, expected effort, social influence, and private security are the most effective factors in accepting mobile learning among teachers and students. The findings of this study can help educate policymakers in designing and implementing effective learning programs in mobile learning.

Learning through social media is a widely used topic in today's world and the importance of using and addressing it seems necessary. The main purpose of this study was to investigate the effect of social learning on English students' motivation to learn English. The statistical population of the study is 700 undergraduate students of English virtual universities in Tehran in the academic year 1398-99 and 248 of them were selected as a statistical sample using Cochran's formula and of these 124 as an experimental group and 124 As a control group, simple random sampling and pre-test and post-test design were used to assess motivation. The research tool is Gonzalez Foreign Language Learning Motivation Questionnaire. The reliability of the questionnaire was 0.92 using Cronbach's alpha. Data collected by SPSS software were analyzed and the results showed that among students who used the mobile social learning method (experimental group) compared to students who did not participate in the mobile social learning method (control group) in terms of increase There is a significant difference in motivation to learn English and showed that the motivation of students in the experimental group increased significantly compared to the control group with a 95% confidence level. Based on these results, mobile social learning is considered as a positive component on students' motivation. Therefore, this issue should be considered in educational programs.

The main objective of this research is to determine the important factors of using mobile learning in organic agriculture education. The methodology of this study is quantitative and qualitative and it is an applied research. The statistical population of the study was agriculture experts in East Azerbaijan province (N = 429). Based on the Cochran Formula, a sample size of 202 was estimated by cluster sampling method. The data collection tool was a researcher-made questionnaire which its content validity was confirmed by experts. Initial reliability of the questionnaire was calculated using by Cronbach's alpha (0,77- 0.93). Structural validity and composite reliability (CR) of the research tool were also obtained by estimating the measurement model after applying the necessary corrections. Data was analyzed using by SPSS20 and AMOS20 soft wares in the form of structural equation modeling. The results of the research displayed that 85, 1 % of the experts were in the moderate to high level in terms of skills of working with mobile learning tools. 71, 2% of the experts were in the moderate to high level in terms of attitudes toward the use of mobile learning in organic agriculture education. Finally, structural model analysis revealed a positive and significant relationship between self-efficacy, utility, attitude, social, and facilitating components with using mobile learning in organic farming education and explained 95 percent of its variances.

Unmotivated or lacking in motivation also refers to people who do not receive any motivation - inner satisfaction and value or external incentives - for their activities and therefore avoid doing them. The difficult conditions of education in the corona course had made students unmotivated to learn. Therefore, a study was conducted with the aim of teaching in a mobile learning style and its effect on students' lack of motivation towards school. The research method was action research and study on an elementary school student in Ashtrinan region in the academic year 2020-2021. Information about lack of motivation that was a student problem was collected through observations, interviews and questionnaires; One of the main solutions was the new teaching and mobile learning technologies that were done for him. The obtained information was analyzed using descriptive method and the relationship between mobile learning and motivation was confirmed. As the results of this study showed, mobile learning that has been done through new technologies has a significant effect on the formation of motivation and can reduce the student's lack of motivation from school.

The shortcomings of traditional methods, technical developments, and the requirements of today's world have necessitated the development of a new approach to education. Therefore, the purpose of this study was to compare the amount of learning and retention resulted from the Web Quest, Mobile and Flipped training methods among the second grade female students of Sama schools in Najaf Abad city. Research method was quasi-experimental with pre-test and post-test with three groups of 10 students. Statistical population of the study consisted of all female students of second grade in Najafabad city in the academic year of 2016-2017, and statistical sample consisted of 30 second grade students who were selected through multistage cluster random sampling. The researcher-made tests (learning test and retention test) were used, and for data analysis the analysis of variance was used. Findings showed that there was a significant difference between learning and retention scores in webquest and flipped training (P <0.05), and out of these three methods, Mobile training was the most effective on learning and Web Quest was the most effective method on retention of students.

The purpose of this study was to identify the impact indicators in designing MobileMooc system for virtual teaching of employees. Twenty-six papers were selected from ProQuest, Google Scholar, ScienceDirect, Emerald, Scopus and Springer's databases were analyzed using constant comparative and qualitative content analysis to extract the findings of previous studies. As a result, 27 concepts and 4 main categories (indicators) were extracted through content, open coding, axial coding and selective coding. The findings showed that in MobileMooc design, we should focus on the categories of mobile interactions, educational support system, technology acceptance and technical support system. According to research findings, mooc format combination and mobile learning have potential for informal and lifelong learning, and it is recommended that employees through interaction or being as researchers take a step in fulfilling professional competence through MobileMooc technology. Understanding the important indicators in the design of MobileMooc Technology is important in increasing the professional competence and organizational innovation since we can use it through synergy of experts for the benefit of promoting employee performance and organizational innovation.

The purpose of this study was to present a model to investigate the factors affecting mobile learning in education based on the FRAME model in graduate students of Islamic Azad Universities in the east of Mazandaran. The present research employed descriptive survey method with a statistical population of 1617 students including all Islamic Azad University undergraduate students in the east of Mazandaran in 1399-1400 academic year. The sample size was calculated at 310 people using Krejcie and Morgan method and stratified random sampling, taking into account the gender of the participants. A standard 26-item questionnaire of factors affecting mobile learning (Khosravi et al, 2014) was utilized. The validity of the questionnaire was confirmed using content validity and the reliability was confirmed by Cronbach's alpha (0.92). The research data were analyzed using structural equation modeling using third-order confirmatory factor analysis using SPSS and PLS. The results of the study showed that the factors of tools, learner, social, interactive learning, the ability to use teaching aids, and social technology have an impact on mobile learning in student education, each with different impact. In addition, it was found that the social technology factor occupies the first rank with an average of 5.98, and the ability to use educational aids stands last with an average of 1.23

The purpose of this study was to identify the relationship between adoption and use of technology (UTAUT) on M- learning in accounting students. This research is a descriptive- correlational study and the population is 141 students of accounting in Iran which was selected using simple random sampling. Fagan's (2019) standard questionnaire after validity and reliability was used to measure the variables. Also, the period studied is the academic year 2018-2019. Structural equation analysis and Smart PLS software were also used to test the hypotheses. Findings showed (in 95% confidence level) that there is a positive and significant relationship (80 %) between UTAUT and M- learning. Other Findings also found that between effort expectancy (EE) and M- learning is 67 percentage, between performance expectancy (PE) and M- learning is 31 percentage, between social influences and M- learning is 21 percentage, between motivation and M- learning is 19 percentage There was a significant positive relationship between motivation and EE is 71 percentage and motivation and PE is 73 percentage. Also, there was no significant effect of age and gender on M- learning. Although accounting education research has so far not focused on M- learning implementation, the use of personalized electronic tools such as smartphones for learning is expanding and tailored to current social needs, which enhances student motivation and satisfaction with learning content.

In this study, a model for validation and validation of social network-based mobile learning in higher education in Iran has been investigated. Mobile learning is a concept that is composed of a combination of two forms of education or e-learning and distance learning and is generally done via mobile and social media. The research method in this article is a mixed one. Firstly, based on qualitative method and specifically based on interviews with subject matter experts, the dimensions, components and indicators of mobile learning concept are extracted and then in the quantitative phase, by formulating a questionnaire. Based on the qualitative stage indicators and after implementing a WhatsApp social networking 'statistical basics' learning course, 300 participants in this questionnaire-based survey were recruited based on 281 data. Questionnaire was valid - validation and factor analysis of mobile learning model in higher education were conducted. The findings of the qualitative research showed that the mobile learning model has 4 components and 24 components. These dimensions include the "learner or learner" dimension, "interaction and communication", "tools and technology" and "infrastructure". Quantitative results also showed that in exploratory and confirmatory factor analysis, factor loadings of all indices were higher than 0.3, and goodness of fit indices showed good fit. Also, the indices had good reliability (Cronbach's alpha) in the model.

By evolution of science and technology and appearance of new learning theories, there are new approaches in science and learning, equally active and new ways of learning. The application of active and new ways of learning make learners learn self-learning, meaningful learning, and self-controlled learning.  The purpose of this study is investigating the effect of mobile learning based on Gagnie's instructional design on students' self-regulation skills and learning.

A quasi-experimental study with pretest- posttest and control group was applied. The statistical population in this study includes all the students who were majoring in educational technology in Arak University. The sample consists of students taking the course of "Introduction to Computer Skills". Convenience sampling was used in this study. The sample size was 34 students. After checking their experiences and familiarity with computer-based technology, they were taught the initial baseline skills. Then they were randomly divided into two groups with 17 participants. The content was designed and developed based Gagne's instructional design model and was administrated by the SHAREit and Telegram application for twelve sessions to the mobile group students. Pintrich and DeGroot's self-regulation questionnaire was utilized that contains two subscales of cognitive strategies (rehearsal, elaboration, organization and critical thinking) and metacognitive strategies (planning, monitoring and regulation) and teacher made test was used for assessing learning. Covariance analysis was used for inferential analysis of data.

The results showed that mobile learning based on Gagnie's instructional design increase students' self-regulation skills and learning.

The application of mobile phones in teaching and learning has become an important component of educational technology in higher education in that it has provided the opportunity for students to learn, collaborate and share ideas. This research aimed at examining the educational applicationsof mobile phones from the viewpoints of students’ of Agriculture Faculty of Bu-Ali Sina University of Hamedan. To do this end, two separate questionnaires were used in order to collect the required data from students and professors. The statistical population of this research included 1900 students and 75 faculty members, among whom and according to Morgan’s Table, 240 students and 53 professors were chosen through stratified random sampling method. The data were collected using standardized questionnaires and they were then analyzed using Correlation Coefficient Test, Independent T-test and One-Way Variance Analysis bySPSS Software. The results showed that there was a significant difference between students' attitudes toward using mobile phones and their academic degree and academic major of study.The findings also indicated that the majority of students and professors had a relatively positive attitude toward educational applications of mobile phones. Considering the positive impact of mobile phones, it is recommended that this educational technology can be used seriously in the higher education system.

The purpose of this research is to investigate the effect of technology of Quick Response Codes in education. Accordingly, a case study was answer the question "Does using quick response codes effect students' academic motivation?" The statistical population consisted of students from Islamic Azad University in 2016-2017. They were randomly divided into experimental and control groups. Experimental group using quick response codes technology based on two-dimensional bar code using fast access technology to mobile and smartphone or tablet. This barcode can provide educational content as text, image or educational video. Offer. The results of this study showed that the use of quick response codes in education has a positive effect on increasing students' academic motivation.

The purpose of this study was to investigate the effect of combined teaching methods (traditional blogging, forum) and teaching methods (traditional and electronic book researched mobile phones) to learn the concepts of social education of 9th grade students. Semi-experimental research method Experimental with control and control group. The statistical population of all nineteenth-grade female students in the 20th district of Tehran in the academic year 2012-2013 is 50, of which 50 were selected randomly in a cluster of public schools. In addition to the 2 groups of 26, the use of mobile electronic booklet along with learning Traditional and 24 other groups of blogging and forum use were combined with traditional teaching methods. The research instrument includes a researcher-made questionnaire designed to measure students' progress and understanding of the concepts of social science education. This includes 30 questions from 6 components of book concepts that are randomly drawn from three sections: geography, history, social, for determining the validity The content of the questionnaire was used by experts and practitioners. ANCOVA (covariance test) was used to analyze the statistical data about each of the research hypotheses due to the difference in the calculation and comparison of the pre-test and post-test scores in the experimental and control groups. An analysis of the results showed that In the section on history and social studies, the methodology of a mobile booklet is more effective than the blog and forum methodology, and in the geography lesson, the method of blogging and dialogue with the mobile phonebook and booklet is not significantly different in terms of academic achievement and both methods are effective.