Available online at www.sciencedirect.

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Procedia - Social and Behavioral Sciences 69 (2012) 1102 – 1109

International Conference on Education and Educational Psychology (ICEEPSY 2012)

Learning on the move: the use of mobile technology to support

learning for university students
Zahra Taleba * ; Amir Sohrabib
a
Faculty member, Department of Educational Management, South Tehran Branch, Islamic Azad University, Tehran, Iran
b
Master Student, Young Researchers Club, South Tehran Branch, Islamic Azad University, Tehran, Iran

Abstract

A large proportion of university students are now part of the millennial generation. Mobile technology is now an integral part
of their everyday life. We studied the students’ viewpoints about the educational use of mobile technology to support their
learning process. Among 2140 students of Psychology and Educational Science in Islamic Azad university of South Tehran
Branch, 289 students were selected by using cluster random sampling method. Researcher-made Likert-type questionnaire
developed (reliability based on Cronbach’s alpha = 0.87). We used U Mann-Whitney test to evaluate the impact of gender and
educational course on the rate of the educational use of mobile, kruskal-Wallis test to assess the impact of academic major on the
rate of educational use of mobile, and one- sample t- test to assess the effective factors on the rate of the educational use of
mobile. The most educational use of mobiles by university students are calculator usage, text messaging, and English dictionary.
Having a mobile with multiple capabilities, long battery life and good network coverage are the most influential factors in the
educational use of mobiles. Gender has a significant effect on the educational use of mobile, but the academic major and course
doesn’t have any significant effect on educational use of mobile by the university students. The findings of current research could
help authorities in Iran and possibly other developing countries to lay practically the ground for mobile-based learning in
universities.
© 2012 The Authors. Published by Elsevier Ltd.
© 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive – Counselling,
Selection and peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive – Counselling, Research & Conference
Research & Conference Services C-crcs.
Services C-crcs.

Keywords: Mobile learning (M-learning); Distance learning; Effectiveness; University students

1. Introduction
A large proportion of university students are now part of the “Millennial” generation (Tapscott, 1998).
Millennials are the first generation to grow up with digital media in multiple forms; they are extremely adept at
multitasking with multiple devices (Therese, 2006). Mobile learning (M-learning) is set to be the next big wave in
part of the Millenials’ students everyday life. It offers enormous potential as a tool to be used in situations where
learners are geographically dispersed, to promote collaborative learning, to engage learners with content, as an
alternative to books or computers, and as an alternative to attending campus lectures and for ‘just-in-time’ delivery

* Corresponding author. Tel.: +98-912-3278024; Fax: +98-21-22229036.

E-mail address: [email protected].

1877-0428 © 2012 The Authors. Published by Elsevier Ltd.

Selection and peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive – Counselling, Research & Conference
Services C-crcs.
doi:10.1016/j.sbspro.2012.12.038
 Zahra Taleb and Amir Sohrabi / Procedia - Social and Behavioral Sciences 69 (2012) 1102 – 1109 1103

of information (Zoraini et.al; 2009). University students are using their mobile phones for communicating by voice,
text, and, increasingly, digital photographs and videos. They are also now using them for wireless computing and
posting to wikis and blogs functioning based on the paradigm of “anytime, anywhere”(Norris & et al. 2010). M-
learning is enabled by integrating various hardware and software technologies into multimedia applications
facilitating the communication of educational content in a number of different formats for University students
( , Moreno & Fernandez; 2008).
A majority of university students around the world carry these miniature computing and communication devices
during the university day, using them almost exclusively for personal purposes (Evans, 2008). “Mobile phones are
not just communication devices sparking new modalities of interaction between students; they are also particularly
useful computers that fit in their pockets, are always with them, and are nearly always on (Prenski, 2005). They
present a real opportunity to integrate the learning process with ‘real life’ activities. Mobile phones gives student
university the opportunity to carry their university in their hand.
Recent research on audience characteristics published by the British Broadcasting Corporation (BBC) in Britain
shows the ubiquity of mobile devices especially in the university age group. The BBC research in this group
characterizes a mobile phone as a ‘necessity’ and not a luxury (Barbosa & Geyer, 2005).
Review of literature suggests that M-learning can tackle issues of democratic participation and social inclusion
(Tetard, Patokorpi & Carlsson, 2008). Mobile devices are cheaper than a personal computer and are used by many
because the devices are more affordable and in the case of mobile phones, is almost a necessity to have. Hence, e-
inclusion is made more possible through use of mobile phones for information downloads or for learning purposes.
Recent developments in the mobile and wireless technologies have facilitated this new mode of learning, M-
learning. Based on reviews of M-learning (Goh & Kinshuk, 2006), it can be concluded that M-learning can
significantly complement e-learning by creating an additional channel of access for users of mobile devices such as
hand phones, PDAs, MP3 and MP4 players.
M-learning is a form of learning which leverages on the mobile device’s portability and affordability (Yamaguchi
2005). M-learning allows learners to access computer-based learning anytime, anywhere. It overcomes poor internet
connectivity, frequent power disruptions and low PC support and availability, especially in remote and rural areas
and is strengthened by the vigor and talent of the mobile phone networks (Traxler, 2007). Cook (2007) suggested
that ‘learner-generated contexts’ in mobile learning provides a more generic description of the value of digital
technologies than the more common idea of ‘user-generated content’ in social software. As Price (2007) suggested
the key difference is digital representation of physical objects that are in the same location as the learner.
Mansori et al (2010) showed that students have positive view and interest regarding M-learning. They were
familiar with barriers of M-learning and believe that it could be advantageous for their learning processes. Harisa
(2009) showed that most African-American students used their mobile phones in creating digital contents and using
mobiles had positive effect on their education and social activities. Levy (2007) showed that learners who used
mobile technology had more motivation for learning than others.
Despite this, no study exists for planning of the use of mobile phone in the Iranian universities. For this purpose,
it would be needed to identify university students’ viewpoints and attitudes about the use of this technology in the
learning process in Iran. So, we did this study to answer the following questions:
1. What is the rate of educational use of different aspects of mobile phone by university students?
2. What are the effective factors on the rate of educational use of mobile phone by university students?
3 What is the amount of gender impact on the rate of educational use of mobile phone by university students?
4. What is the amount of the impact of academic course on the rate of educational use of mobile phone?
5. What is the amount of the impact of academic major on the rate of educational use of mobile phone?

2. Materials and Methods

The present study was a descriptive study carried out during 2011-2012 academic years. Among 2140 students
of Psychology and Educational Science in Islamic Azad university of South Tehran Branch, 289 students were
selected by cluster random sampling method. Researcher-made Likert-type questionnaire developed and the
reliability has been calculated based on Cronbach’s alpha .87). For statistical analysis, each item of the
questionnaire was scored from 1 to 5 (1.little to 5.Very much). The mean for each item was calculated by sum of the
each score multiplied to percentage of respondents to that score. U Mann-Whitney test used to evaluate the impact
1104 Zahra Taleb and Amir Sohrabi / Procedia - Social and Behavioral Sciences 69 (2012) 1102 – 1109

of gender and educational course on the rate of the educational use of mobile, kruskal-Wallis test to assess the
impact of academic major on the rate of educational use of mobile, and one- sample t- test to assess the effective
factors on the rate of the educational use of mobile.

3. Results:

Question 1. What is the rate of educational use of different aspects of mobile phone by university students?

Table 1- Educational use of different aspects of mobile phone among university students

Very high high Moderate little Non-usages Mean SD

Using calculator 21.3% 27.3% 23.8% 19.9% 7.7% 2.34 1.23

Educational SMS 19.6% 20.3% 30.4% 20.3% 9.4% 2.23 1.34

Farsi-English dictionary use 25.5% 18.1% 16.0% 19.1% 21.3% 2.07 1.49

Recording of presented class material 18.2% 10.8% 18.5% 24.8% 27.6% 1.67 1.44

Use of educational softwares 18.4% 11.3% 17.0% 23.0% 30.4% 1.64 1.47

Use of internet for educational material 1.14% 16.5% 15.5% 22.2% 31.7% 1.59 1.43

Getting picture of educational material 11.0% 10.3% 19.6% 31.7% 27.4% 1.45 1.29

Listening to educational material 18.1% 14.5% 17.7% 25.5% 24.1% 1.76 1.42

Sending/receiving educational e-mail 10.3% 8.2% 15.6% 25.9% 40.1% 1.22 1.32

Mean of different applications 1.57 0.81

The most educational use of mobiles by university students are calculator usage, text messaging, and English
dictionary.
 Zahra Taleb and Amir Sohrabi / Procedia - Social and Behavioral Sciences 69 (2012) 1102 – 1109 1105

Question 2. What are the effective factors on the rate of educational use of mobile phone by university
students?

Table 2- The impact of different mobile aspects on the rate of educational use of mobile phone

Effective Factors Mean SD T Df Sig

Having a mobile phone with various capabilities 3.00 1.030 8.153 281 0.000

Long -life battery charging capacity 2.89 1.084 6.128 283 0.000

Easy access to the Internet 2.86 2.810 2.163 278 0.031

Low fee of using different aspects of mobile phone 2.79 1.093 4.424 276 0.000

Large screen and touch keyboard 2.77 1.101 4.073 279 0.000

The ability of paying price of high technology mobile phones 2.73 1.177 3.282 278 0.001

Mobile phone antenna 2.69 1.125 2.744 282 0.006

Mean of different mobile aspects 2.78 0.92 5.234 283 0.000

The mean amount of having a mobile phone with various capabilities is more than all other factors and the mean
amount of the impact of mobile phone antenna is less than all other factors and the total index mean is 2.78 .The
Friedman ANOVA test showed that the different mobile aspects has a significant impact n its educational use: (X
=26.154,df=6,p<.001 ). To answer the above question, the criterion for confirming the research question is
considered to be at least 50%. We assume that the mean amount less than or equal to 2.5 shows the lower impact
than average and the mean amount greater than 3 shows the higher impact than average. For analyses, inasmuch as
the measurement scale has a little range, single-sample T- test was used. The T-test result for all items and also the
mean amount are above 2.5 and does not show any significant difference. This means that all the above factors have
significant effect on the educational use of mobile phone.

Question 3: What is the amount of gender impact on the educational use of mobile phone by university
students?
Table 4: Ranking of the gender impact on the rate of educational use of mobile phone among university students

Gender Number of students Average rank Sum of ranks

Woman 234 134.71 31521.50

Man 27 98.87 2669.50

Total 261 233.156 34191

Table 5: Mann –Whitney U test: Assessment of the impact of gender on the rate of educational use of mobile phone

Mann – Whitney U test The impact on educational use of mobile phone

U Mann-Whitney 2291.500

Wilcoxon W 2669.500

Z -2.337

Asump. Sig. (2-tailed) 0.019

1106 Zahra Taleb and Amir Sohrabi / Procedia - Social and Behavioral Sciences 69 (2012) 1102 – 1109

According to table-5, gender has significant impact on the rate of educational use of mobile phone among the
university students. Female students have more educational use of mobile phone in comparison to male students.

Question 4: What is the amount of the impact of academic course on the rate of educational use of mobile
phone?

Table 6: Ranking of academic course impact on the rate of educational use of mobile phone among university students

Academic degree number of students average rank sum of ranks

BA 236 128.98 30438.50

MA 24 145.48 3491.50

Total 260 274.46 33930

Table 7: U Mann – Whitney test: Assessment of academic course impact on the rate of educational use of mobile phone

U Mann – Whitney test The impact of academic course on the rate of educational use
of mobile phone
U Mann-Whitney 2472.500
Wilcoxon W 30408.500
Z -1.025
Asump. Sig. (2-tailed) 0.306

According to the table-7, there is no significant difference between BA and MA students’ viewpoints in relation to
the rate of educational use of mobile phone. Therefore, the academic course has no significant impact on the rate of
educational use of mobile phone among the university students.

Question 5: What is the amount of the impact of academic major on the rate of educational use of mobile
phone?

Table8: Ranking of academic major impact on the rate of educational use of mobile phone

Academic major Number of students Average rank

Technology 61 133.03
Industrial Psychology 45 140.70
General Psychology 57 133.51
Consultation 3 153.00
Primary education 47 115.85
Management 33 126.21
Planning 15 137.70
Total 261 939.5
 Zahra Taleb and Amir Sohrabi / Procedia - Social and Behavioral Sciences 69 (2012) 1102 – 1109 1107

Table 9: Kruskal – Wallis test: academic major impact on the rate of educational use of mobile phone

Kruskal – Wallis test The rate of educational use

Chi-square 3.251

Degree of freedom 6

Significant level 0.777

According to the table- 9, there is no significant difference between the students from different academic majors in
relation to the rate of educational use of mobile phone. Therefore, the academic major does not have a significant
impact on the rate of the educational use of mobile phone by the students of Islamic Azad University, South Tehran
Branch.

4- Discussion and Conclusion

Recently M-learning has been introduced in developed countries. Despite the considerable researches done by
many researchers, this technology is still in the beginning and It’s use, especially in the educational centers, requires
to construct appropriate infrastructures. Since, higher education centers have a high capability of using this
technology, it is time to re-define the academic centers based on M-learning (Moedfar & Ganji, 2008). To
accomplish this idea, it is necessary that at first, we examine the viewpoints of university students as the users of
this tool. The results of this study could be useful for appraisal of this important factor.
From the viewpoint of university students, factors such as: having a mobile phone with various capabilities,
having a long life battery charging and access to the internet and ability to pay for high technology mobile and
different services, have significantly affected the mobile phone use in students’ academic affairs. The result of
researches done by Cook and Smith (2009) shows that 59% of students believe that having a mobile phone with
more advanced technologies will lead to easy access to the Internet and 67% of students believe that having a
camera and camcorder with high resolution capability help them in their curriculum and educational affairs. As
Mansouri et.al (2010) emphasize university students have a good knowledge of mobile phone learning obstacles.
They believe that the requisite condition of applying of this technology is appropriate hardware and software
infrastructures in educational centers. Impediments of using mobile phone in the university (as shown by Attewell
2005) are: small size, limited screen resolution and complicated input mechanism of mobile phone. He states that
improving these features is the key factor that affects the usage of this tool in educational process.
This study shows that there is a significant difference between the genders in the usage of mobile phone. Female
students, compared with male students, have more educational use of mobile phone and this result is in agreement
with the results of Adnio and colleagues’ research (2007). Baghianymoghadam and Shahbazi (2010) showed a
significant difference between male and female gender in general mobile phone usage. In their study, the rate of
using mobile phone by girls to communicate with their family and their friends and for academic problems is more
than boys. In Manteghi (2010) study, female students are more skilled in the field of multimedia and calendar and
time usage of mobile phone, and male students are more skilled in advanced communications, and educational and
recreational usage of mobile phone.
In our study, the academic course had no significant impact on the rate of educational use of mobile phone among
the university students. Manteghi (2010) has obtained similar results in his studies. Similar studies such as
Moeedfar(2008) between academic major, history of mobile usage (having a mobile phone before or after entering
the university), age , and also Zulkefly and Baharvadin (2009) between family income don’t show a significant
correlation with the amount of mobile phone usage.
Also, the academic course has no significant impact on the rate of educational use of mobile phone among the
students in our study. We haven’t found any research in this field, but the present study indicates that mobile phone
1108 Zahra Taleb and Amir Sohrabi / Procedia - Social and Behavioral Sciences 69 (2012) 1102 – 1109

usage is common in different academic majors and there is no difference in its application in different academic
majors.
University students use aspects of mobile phone in a medium limit in their curriculum and academic affairs, and
the most educational usage of mobile phone by university students is as a supporter tool, such as using calculator,
text messaging and English dictionary. These results are in agreement with the results obtained by Mansouri &
et.al (2010). He showed that more than half of the university students didn’t use mobile phone in their curriculum
and academic affairs and most of their usage is in general applications of mobile phone.

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