Abstract:
While Mobile learning referred to as M-learning has risen to be prominent in higher education and has led to potential growth in research concern, there seems to be inadequate empirical evidence from extensive experimental research to support its learning effectiveness. This article addressed this issue by conducting a randomized experiment on undergraduate students. This study investigates the effectiveness of different user interfaces of mobile devices on the M-learning attitude and perception of students enrolled in a graphic design course at the University. Students participated in three successive study sessions. A session including a presentation of the concept of M-learning and an overview of related mobile applications with their underlying course of graphic technologies was conducted outlining the scope and functionality for M-learning in the context of education of computer graphics, 2D and 3D Design at the university level. It was assumed that M-learning with iPad could lead to identical learning attitudes and perceptions among students as that by using an Android tablet, but students were found to have an enhanced learning attitude towards M-learning with iPad as compared to a tablet. M-learning can lead to the design and evolution of mobile-based educational curricula. This article aimed to provide several recommendations regarding improving the usability of the applications and enhancing readers' knowledge to enable future researchers to identify the emerging practices of mobile learning.
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