The effect of mobile learning on students' learning, concentration and academic satisfaction

Today, traditional and old methods of teaching and learning are losing their effectiveness with the advent of new technologies and methods. Learners need to find new ways to transfer knowledge and enhance learning to keep up with the ever-changing environment around them. The aim of this study was to determine the effect of mobile education on students' learning, concentration and academic satisfaction. The present study is applied in terms of purpose and quasi-experimental with Pre-test and - post-test plan with control group. The statistical population includes 56 medical students of Kerman Azad University which at first were examined through a test in relation to the relevant course content and focus and those with lower scores were selected from 44 people. Then they were randomly divided into two groups of control (22) and experimental (22). The two groups were also homogenized as much as possible in terms of semester, age, and level of learning and concentration. In this way, an educational video about the mentioned lesson, including theoretical and practical cases, was sent to student in 7 sessions through WhatsApp space, and in session 8, questions and answers were done through WhatsApp and SMS service.The research tool included a learning questionnaire in which 35 questions related to the curriculum were prepared by the relevant teacher, Savari and Oraki Concentration Skills Questionnaire (2015) which consists of 13 items and two factors called voluntary concentration and involuntary concentration The voluntary concentration subscale consists of 8 items The non-voluntary concentration subscale consists of 5 items. In order to determine the reliability of the above-mentioned questionnaire, Cronbach's alpha method was used. The coefficients were 0.74 for the whole questionnaire and 0.72 for the subscale of voluntary concentration skills and 0.70 for involuntary concentration skills and a researcher-made academic satisfaction questionnaire consisting of 11 items And by asking the opinion of 10 professors in terms of content and face validity was confirmed and its reliability was determined by Cronbach's alpha 0.85 and by retest 0.82. Data collection was performed in two stages before and after the training of the entire content, the experimental group received training in 8 sessions of 2 hours,Descriptive and inferential statistics in the form of tables and figures as well as Manova test, analysis of covariance-Levin test and Kolmogorov-Smirnov test were used to analyze the data. The results showed that mobile education has an effect on students' learning, concentration skills and academic satisfaction. This means that mobile education can increase students' learning, concentration skills and academic satisfaction. In fact, this type of education due to its availability, portability and easy access to the content at any time can be a good way to teach different educational topics to students. Mobile learning also allows people to access learning content anytime, anywhere. Individuals can also access valuable educational materials that enhance their learning quality and academic satisfaction. And due to the high flexibility of this type of education, students can learn according to their circumstances and based on mental readiness, which in turn prevents distraction and reduces interfering factors in concentration.