INSTRUCTORS’ USAGE OF MOBILE LEARNING APPLICATIONS IN CLASSROOM AND ITS IMPACT ON THE LEARNERS’PERFORMANCE

Abstract

This study investigates university instructors’ usage of mobile learning applications and the impact on students’ motivation and performance. Edgar Dale’s Cone of Experience providing the theoretical framework emphasizes active, multi-sensory learning. A survey questionnaire administered to 380 students randomly selected at Weifang University of Science and Technology in China collects quantitative data on instructors’ integration of mobile apps across five key variables: learning goal alignment, learner engagement, instructional effectiveness, assessment and feedback mechanisms, and data privacy protections. Descriptive analysis assesses student perceptions of current usage patterns, while inferential statistics examine differences based on demographics. Correlational analysis reveals relationships between the key variables and student motivation and achievement. Multiple regression modeling identifies the strongest predictors of improved learner outcomes from mobile app integration. Findings will reveal strengths and weaknesses in instructor practice to inform effective design and implementation leveraging mobile affordances to enhance the learning experience. Results will guide instructors in strategically selecting and incorporating apps into pedagogical practice to increase student motivation and academic performance. The integration of mobile learning applications offers tremendous potential to transform instruction and promote active learning. This research provides empirical evidence to inform best practices in leveraging mobile technology to align with pedagogical goals, engage learners, deliver content effectively, provide timely feedback, and protect student data privacy. The study contributes to the knowledge base on mobile learning in higher education contexts and provides practical recommendations to help instructors maximize benefits and mitigate risks when incorporating mobile apps into their teaching.