Forthcoming and Online First Articles

International Journal of Mobile Learning and Organisation

International Journal of Mobile Learning and Organisation (IJMLO)

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International Journal of Mobile Learning and Organisation (23 papers in press)

Special Issue on: Personalising Learning in Mobile and Ubiquitous Environments

  •   Free full-text access Open AccessMobile application that integrates challenge-based learning with a chatbot to encourage innovation in university students
    ( Free Full-text Access ) CC-BY-NC-ND
    by Andrea Sofia Cornejo Paredes, Alexander Acuña Ramírez, Beatrice Cueva Medina, Aremi Isabel Paja Medina, José David Esquicha Tejada, José Alfredo Sulla-Torres 
    Abstract: Learning by putting our knowledge into practice is one of the best ways to impact our learning positively; where students or university graduates can put their knowledge into practice, gaining more experience and confidence to face the world of work, this can be achieved through a challenge-based methodology supported by intelligent technologies such as chatbots integrated into a mobile application. The objective is to create a mobile application using a personalised chatbot based on challenges to support students' development. The proposal allows the creation of an ecosystem between universities, companies, and students. For the development of the mobile app, the agile scrum methodology was used together with lean startup for the workflow of the development group. The results show that it was possible to develop a mobile application that integrates learning based on challenges with a chatbot to encourage innovation in university students in an acceptable way, which was validated in terms of usability with the Brooke system usability scale (SUS) instrument, in 83% and with the ISO 9126 software quality tests with a real value of 79. Therefore, it is concluded that developing a mobile application that integrates challenge-based learning fosters innovation in university students.
    Keywords: challenge-based learning; methodology; innovation; mobile application; chatbot; scrum.
    DOI: 10.1504/IJMLO.2024.10062207
  • A comparison of a computerised adaptive test for mathematics instruction with the classical test   Order a copy of this article
    by Jiyou Jia, Yuyue Zhang, Huixiao Le 
    Abstract: The computerised adaptive test (CAT) may enable individualised and adaptive homework and assessment which seem difficult to be practised in traditional school settings. The authors developed a web-based mathematics intelligent assessment and tutoring system (MIATS) assessing the learner's math content mastery status by a CAT. This research uses a simulation experiment to simulate the performance of 53 middle school students who used all questions included in the MIATS with their authentic answers in the CAT. The data analysis shows that the trait values measured by a CAT have significantly strong and positive coefficients with the correctness rates measured by a classical test with the same questions from the CAT. The data visualisation of questions used in the CAT and the question sequences demonstrate that all the examinees complete the CAT with differentiated questions and various pathways. This research innovatively provides convincing evidence for the effectiveness and equality of the CAT.
    Keywords: computerised adaptive test; CAT; personalised assessment; mathematics assessment; mathematics intelligent assessment and tutoring system; MIATS; assessment result; personalised homework.
    DOI: 10.1504/IJMLO.2024.10055038
  • Ubiquitous teaching design and implementation of open education based on the OMO model: a case study of a software engineering course   Order a copy of this article
    by Junjie Cao, Zhonghua Jiang, Wenchun Zhao 
    Abstract: This study aimed to explore the effect of OMO instructional design and implementation. It focused on whether the ubiquitous teaching model is helpful to students' learning participation and initiative in open education. Taking the software engineering course, for example, lecturers had redesigned the course contents and teaching methods. The hardware environment support of the smart classroom and the functions of teaching auxiliary software were used to realise the teaching interaction and data statistics. Some experiments were used to verify the effect of teaching implementation, such as learning situation analysis and surveys before class, analysis and evaluations of the teaching process during class, questionnaires and interviews after class. The results showed that the OMO model had a positive effect on improving students' learning interests and initiative as well as subjective emotions. It enhances the communication between teachers and students, and cultivates the students' spirit of collaboration.
    Keywords: online merge offline; OMO; ubiquitous teaching process redesign; teaching implementation analysis.
    DOI: 10.1504/IJMLO.2024.10054470
  • Investigating students' perceptions of the use of a multifunctional mobile-based virtual reality application for English/Chinese interpreting learning   Order a copy of this article
    by Venus Chan 
    Abstract: This study aimed to develop a mobile-based virtual reality (VR) application for English/Chinese bi-directional interpreting education - 'virtual interpreting practice' (VIP) - and to study Chinese students' perceptions in terms of their overall satisfaction, learning experience and outcomes (including interpreting competence as well as cognitive and affective development). The results of quantitative and qualitative analyses of the pre-and post-study questionnaires revealed that VIP was a useful tool for enhancing students' interpreting and bilingual competence, improving their learning motivation and strengthening their independent skills. Moreover, it was found that learning experiences were positively correlated to learning outcomes. In particular, while the VR feature enabled immersive learning, which enhanced learning effectiveness, engagement and language proficiency, the use of mobile devices facilitated learning autonomy and flexibility. The findings suggested that with more opportunities for situated learning in the virtual immersive learning environments, learners could acquire better interpreting techniques and metacognitive skills through learning by doing.
    Keywords: affective and cognitive development; English/Chinese interpreting learning; immersive learning; interpreting competence; language proficiency; learning experience; learning outcomes; mobile-assisted language learning; MALL; students' perceptions; virtual reality; VR.
    DOI: 10.1504/IJMLO.2024.10056650
  • Transformation of workplace learning after the pandemic in Indonesia: middle-aged employees' experiences   Order a copy of this article
    by Gita Aulia Nurani, Ya-Hui Lee 
    Abstract: This study aimed to explore middle-aged transformation related to implementing workplace learning during the pandemic. This study utilised semi-structured in-depth interviews by the qualitative phenomenological methodology. The participants are middle-aged employees from national or multinational companies who used offline learning before the pandemic and then transformed to online learning. Results mention that middle-aged employees face some difficulties when they use online learning tools: they need more time to adapt to the technology features, keep a mindset as independent learners, feel exhausted easily, have less engagement with facilitators, and struggle to find an effective learning method. The findings identified five stages of workplace learning techniques that combine online and offline strategies to overcome these situations: the initial phase, establishing a framework, using online quizzes for learning evaluation, conducting offline learning for practical skills, and using coaching or mentoring to mature personal values.
    Keywords: adult; middle-aged; transformation; workplace learning; Indonesia.
    DOI: 10.1504/IJMLO.2024.10055719
  • Students' approaches to learning from physical to online environments: an assessment with exploratory factor analysis   Order a copy of this article
    by Y.T. Chow, C.H. Li, Yuyang Kang, Eugene S. Tam, Manlin Xiao, K.L. Keung, Nathan Nexus Khong-Thai Phua 
    Abstract: This study discusses changes in the student learning strategy during the COVID-19 pandemic. It first provides a validation study with an exploratory factor analysis. A survey based on the Learning Process Questionnaire (LPQ) and Study Process Questionnaire (SPQ) by Biggs (1987b) and the Inventory of Learning Styles (ILS) by Vermunt (1992) was sent out to 237 sub-degree students in a Hong Kong tertiary institution. Four factors, namely the choice of subjects, study methods and contents, the seeking of teachers' support, and the sense of competition, are found to be important in determining students' approaches in online learning environment. The results reveal that students' approaches to online learning fit into the traditional learning approaches. However, contradicting previous research that teachers are not accountable for students' deep learning in online courses, our finding suggests that the importance of course instructors has increased when students shifted to online learning during the pandemic.
    Keywords: online learning; learning approaches; learning styles; learning strategies; tertiary education; teachers' role; instrument development; factor analysis.
    DOI: 10.1504/IJMLO.2024.10063398
  • Virtual educational environments: an investigation into interactive immersive learning in higher education   Order a copy of this article
    by Amarpreet Gill, Derek Irwin, Sannia Mareta, Dave Towey, Alan Wang, Yanhui Zhang 
    Abstract: The COVID-19 pandemic rapidly accelerated the adoption of technology in educational environments. However, the technology initially employed during this period was limited in terms of interaction, engagement and enhancing motivation. Emerging technologies, such as immersive virtual reality, have the potential to resonate with, engage, and empower learners. This study focuses on the use of immersive virtual reality for the purposes of teaching and learning design history: specifically, the Bauhaus design movement. We examine students' affective-motivational factors and their preferences regarding interaction interfaces and learning presentations, to understand how to inspire students in such a way that they enjoy learning and intrinsically wish to learn more. Results indicate that interaction interfaces and presentation type play pivotal roles in terms of immersion and engagement, which in turn impacts learners' motivation. We also found that immersive virtual reality has the ability to increase intrinsic motivation. Insights and recommendations for instruction designers are provided.
    Keywords: COVID-19; immersive learning; virtual reality; student preferences; motivation and engagement; design education; engineering education; digital pedagogy; educational technology.
    DOI: 10.1504/IJMLO.2024.10060480

Regular Issues

  • A systematic review of mobile-based synchronous and asynchronous language teaching and learning   Order a copy of this article
    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   Order a copy of this article
    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   Order a copy of this article
    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   Order a copy of this article
    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   Order a copy of this article
    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   Order a copy of this article
    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   Order a copy of this article
    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
    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   Order a copy of this article
    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   Order a copy of this article
    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   Order a copy of this article
    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   Order a copy of this article
    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   Order a copy of this article
    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