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Mobile learning represents a significant advantage for both learners and educators across the globe that can be considered a distraction only to a minimal extent that does not impact the overall quality of education.
The increasing amount of online content makes it easier for students to find sufficient evidence in real time. With various sources available, students have the opportunity to use their mobile devices to access certain data without any particular obstacles (Nikolopoulou et al. 62). There are only a few restrictions forcing students to go offline.
Students have the opportunity to utilize their mobile devices to learn certain subjects at their own pace without interfering with other learners. This is an important step forward compared to conventional classrooms, where there are too many restrictions affecting students in a negative manner (Christensen and Knezek 115). More and more e-learning platforms are kickstarted, allowing students to learn whatever and whenever they want.
Device compatibility often poses a significant issue for learners because of unsupported operating systems, software versions, and screen sizes. With all these variations at hand, students could reap the benefits of mobile learning only to a certain extent, missing out on essential information (Wang et al. 922). This also means that a certain percentage of learners would not have access to learning materials at all.
Regardless of the issues related to standardization and compatibility, mobile learning is much more dynamic. Students are properly engaged in the process and less likely to be distracted by technology due to the gamified elements of education (Kumar and Mohite 11). Therefore, student imagination and creativity can be increased with mobile learning despite weak standardization.
The need to be flexible and gain access to a vast amount of data at the same time makes it impossible to ignore the role of mobile learning in the lives of modern students.
Works Cited
Christensen, Rhonda, and Gerald Knezek. Readiness for Integrating Mobile Learning in the Classroom: Challenges, Preferences and Possibilities. Computers in Human Behavior, vol. 76, 2017, pp. 112-121.
Kumar, Bimal Aklesh, and Priya Mohite. Usability of Mobile Learning Applications: A Systematic Literature Review. Journal of Computers in Education, vol. 5, no. 1, 2018, pp. 1-17.
Nikolopoulou, Kleopatra, et al. Teachers Readiness to Adopt Mobile Learning in Classrooms: A Study in Greece. Technology, Knowledge and Learning, vol. 26, no. 1, 2021, pp. 53-77.
Wang, Cixiao, et al. Learning Performance and Cognitive Load in Mobile Learning: Impact of Interaction Complexity. Journal of Computer Assisted Learning, vol. 34, no. 6, 2018, pp. 917-927.
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