Aug 2026· Journal of Education and e-Learning Research· Vol 13, pp. 57-65· 0 citations· 29 references
TL;DR
The study shows that effective mobile integration requires both technology availability and strategic instructional design, which follows motivational principles, and shows that effective mobile integration requires both technology availability and strategic instructional design, which follows motivational principles.
Abstract
This study examines how mobile technologies used in blended learning environments affect student participation and motivation levels during English for Specific Purposes (ESP) classes at Omani higher education institutions. The research aims to identify effective uses of mobile devices, examine how mobile applications promote interaction and motivation, and determine which applications best support these outcomes. The researchers used a qualitative case study approach, which included semi-structured interviews with five ESP teachers and three focus group discussions with second-year students at a maritime college. The thematic analysis process produced five primary themes. The results show that mobile technology enables users to communicate in real-time while working together and participating actively through gamified tools, AI-supported feedback, and interactive platforms, including Microsoft Teams, Moodle, Kahoot, Quizlet, and ChatGPT. Students experienced higher levels of confidence, independence, and greater enthusiasm when activities matched their professional development needs. The study identified several challenges, including unstable internet connectivity, device limitations, cognitive overload from using multiple platforms, and overreliance on AI-generated feedback and social media distractions. The study shows that effective mobile integration requires both technology availability and strategic instructional design, which follows motivational principles.
This paper seeks to investigate the use of digital learning technologies in fostering interactive learning among education postgraduate students and in-service teachers at Ajman University, UAE. Using a descriptive-analytical approach, data were collected through a survey of 156 participants who were enrolled in the postgraduate diploma in education at Ajman University for the year 2025/2026. The findings suggest that participants reported high levels of digital learning technologies incorporation in learning and generally perceived them as having a positive effect on their learning experiences in the area of interactive learning. Most participants showed interest in reading and writing assignments on electronic devices and used interactive learning technologies, as well as audios and visuals. Participants also reported a perceived positive influence of digital learning technologies on interaction, motivation, and concentration and engagement in the process of learning. However, a number of challenges were identified, including technological, administrative, and instructional barriers that may affect the use of digital learning technologies negatively. The study contributes both theoretically and practically to the growing conversation around educational innovation, offering grounded recommendations for institutions seeking to integrate digital learning technologies more effectively into higher education learning environments.
M. Eltahir, Elham I. Yahia, N. A. Osman et al.· Frontiers in Education· 0 citations
Practice-oriented learning is widely promoted in business education as a route to employability; however, much existing research often evaluates such approaches through intended outcomes or broad categories (e.g. “experiential learning”) with less emphasis on examining how students interpret specific features of learning design within programme contexts. This study explores how students in an international MBA programme experience and evaluate practice-oriented learning and how these experiences shape their perceptions of professional capability and confidence.
The study adopts a qualitative, interpretive design. Data were collected through four online focus groups with 28 students enrolled in a UK-based international MBA programme. Reflexive thematic analysis was used to examine students' experiences of pedagogical design, peer interaction and engagement with professional tools, tasks and practices across modules.
Four interrelated learning mechanisms were identified: (1) scaffolding and sequencing that supported understanding, (2) peer learning through negotiation and interaction in culturally and professionally diverse groups, (3) engagement with professional tools, tasks and practices that shaped perceptions of professional relevance and (4) the development of applied understanding and confidence through repeated engagement with practice-oriented activities. Across these themes, students evaluated learning in relation to how effectively design, interaction and application supported their ability to engage with complex material and develop confidence in applying knowledge in practice. Students valued practice-oriented learning when it aligned with contemporary workplace expectations, but also highlighted challenges where curricular practices diverged from current industry practices and employer expectations.
The study addresses a qualitative gap by providing a mechanism-focused, student-centred perspective of how practice-oriented learning is experienced within a postgraduate MBA context. It extends existing research by showing how students actively evaluate learning design in relation to progression, interaction and relevance, and how these processes shape perceived professional capability and confidence. This contributes to experiential learning and employability research by demonstrating how learning is interpreted and assessed by students within specific pedagogical arrangements.
M. Doargajudhur· Higher Education, Skills and...· 0 citations
This study aims to explore student interest, satisfaction, effectiveness, and the supporting factors and challenges of mobile learning in higher education. Using the Systematic Literature Review (SLR) method with the PRISMA strategy, it analyzes articles published between 2015-2025 from Scopus, Science Direct, Taylor and Francis, and Eric. The keywords included “mobile learning”, “m-learning”, “android-based”, and “higher education”. Out of 1,919 articles found, 42 met the inclusion and exclusion criteria for analysis. Findings reveal that student interest in mobile learning grows with technological advancements. Students are generally satisfied with the user-friendly interface, and most find m-learning effective for education. Key success factors include engaging and relevant content design. However, challenges such as data security, privacy, and integration into formal curricula persist. Further research is needed to examine the availability of supportive technology in educational institutions to enhance mobile learning experiences.
This study examined the impact of blended learning on student participation in secondary school ESL classrooms, identified the challenges students face during its implementation, and proposed practical guidelines to support teachers in implementing blended learning more effectively. A mixed-methods approach was employed, with quantitative data collected from a sample of 50 Form 2 students. Quantitative data from surveys were analyzed using descriptive statistics to identify overall response trends, and Cronbach’s alpha was used to assess the internal consistency of the survey items. On the other hand, qualitative data were obtained through semi-structured interviews with three teacher participants and analyzed using thematic analysis. In addition to interviews, field notes were used as supporting data to provide contextual insights into classroom practices. The findings indicate that blended learning had a generally positive impact on student participation, where they were found to be more engaged when digital tools and interactive activities were incorporated into lessons. Meanwhile, listening and speaking activities showed higher levels of participation, as students were more responsive to audio-visual materials and group-based interactions. Reading activities demonstrated moderate levels of engagement, although students’ comprehension remained a concern. Writing, however, was acknowledged as the most challenging skill, with students experiencing difficulties related to typing, idea organization, and varying levels of digital familiarity. Based on these results and the specific problems that were found in the analyses, a complete set of practical guidelines was created to help teachers use blended learning more effectively. The study finds that blended learning could get ESL students more involved in class, especially if it is done in a planned and purposeful way. It is important to note, though, that how well it works depends on how well the teachers can utilize it.
Nicky Ang Yee Xing, P. Khalid· International journal of res...· 0 citations
This research study examined how integration of technology influences students’ engagement with respect to their learning outcomes focusing on secondary schools. The growing engagement of digital tools in education has shifted classroom practice away from mainly teacher-led instruction towards more interactive and learner -centred approaches. Despite this de velopment, many secondary schools still experience difficulties in using technology effectively, especially where access, digital skills, infrastructure, and institutional support are limited. The study therefore investigated extent of technology use in te aching and learning and how it promotes students’ participation, classroom interaction and academic achievement. The study used descriptive survey research design, with population of secondary school students and teachers, therein 132 respondents selected by simple random sampling. Data were gathered with structured questionnaire titled “Technology Integration, Student Engagement and Learning Outcomes Questionnaire” (TISELOQ). Experts in educational technology and research methodology reviewed and validated the instrument. the Cronbach Alpha method was used to establish its reliability with a coefficient of 0.82. The research questions were answered with mean values and respective standard deviation, and t-test statistics were used for testing hypotheses at the 0.05 level of significance. The results showed the technology integration strengthens student engagement by improving participation, collaboration, and interaction during lessons. The study als o found that technology contributes positively to learning outcomes by supporting comprehension, information retention, and academic performance.
M. A. Popoola, F. A. Muftau, I. A. Miftaudeen· Australian Journal of Busine...· 0 citations
The implementation of Project-Based Learning (PjBL) in primary English classrooms is important to investigate because it enhances students’ motivation and engagement despite challenges in instructional practices and assessment. This study aims to explore the implementation of Project-Based Learning (PjBL) in primary English classrooms, focusing on planning, implementation, assessment, and the perceptions of teachers and students. This research employed a qualitative approach with a case study design conducted at Bali Kiddy Primary School. The participants consisted of English teachers and fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, documentation, and self-reflection journals, and analyzed using the interactive model of data analysis, including data reduction, data display, and conclusion drawing. The findings reveal that PjBL has been implemented with several strengths, particularly in enhancing student motivation, engagement, collaboration, and confidence in using English. Students actively participated in group work and showed positive attitudes toward learning through projects. However, several challenges were identified, including limited alignment in lesson planning, unclear instructional guidance, time constraints, and assessment practices that focus more on final products rather than learning processes. Project-Based Learning has strong potential to improve English learning at the primary level by creating meaningful and student-centered learning experiences. Nevertheless, improvements in planning, instructional clarity, and comprehensive assessment strategies are necessary to optimize its implementation
Ni Made Arini Sasmita, L. Artini, Putu Suarcaya· International Journal of Edu...· 0 citations
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