Abstract: There have been huge strides in mobile technology in recent years and the internet has become dynamic with increasing amounts of user-generated content. Young people have grown-up with this environment and for them the use of such technology and the interaction with social media is embedded in their lives. As the technology culture has changed so healthcare has innovated to make use of technology and mobile devices, and to interact with users through social media platforms. This has created huge opportunities to change models of healthcare delivery and to encourage patient participation in their own care. For young people in particular there is the potential to deliver healthcare in an engaging and relevant way. For those who need to transition to adult services, such as those with liver disease or post liver transplantation, technology can be used to educate, to encourage self-management and to support the process. Despite this, the evidence that social media interventions or mobile health applications change outcomes is limited. Most applications are designed by industry with no input from young people, academia or professionals. Many have unknown provenance. Social media interventions have often not been designed with young people’s involvement or have had limited evaluation. For those with liver disease there have been few interventions and very few evaluated applications are available. The growth in social media and technology use has also brought concern about adverse effects on young people’s mental health, and challenges for the professional to engage with it safely.

Abstract: Abstract The exponential growth in the use of digital technologies and the availability of mobile software applications (apps) has been well documented over the past decade. Literature on the integration of mobile technology into higher education reveals an increasing focus on how mobile devices are used within the classroom environment, both physical and online, rather than on how mobile applications may be used for either teaching or the research process. Our study surveyed staff and higher degree research students at a New Zealand university using an online questionnaire to gain insight into the use of mobile apps for tertiary teaching and research, seeking information, particularly on which apps were used for which tasks and what obstacles hindered their use. The online survey used 29 questions and ran in 2016/2017. 269 participants completed the survey, nearly 20% of the potential sample. We found that mobile apps were used by academics and students for both teaching and research, primarily in the form of document and data storage and exchange, and communication. Very little app use was recorded for in-class activities (teaching) or in-field activities (research). Apps use resulted from personal motivation rather than institutional planning. Both students and academics reported that institutional support and flexibility would likely provide motivation and lead to increased app use for both research and teaching.

Abstract: With the rapid evolution of mobile technology, the adoption of mobile learning in education has also increased. Several studies have conducted various systematic literature reviews to discuss mobile learning from different perspectives, such as its advantages and limitations. However, limited attention has been paid to pedagogy in mobile learning. To address this gap, this study conducts a systematic review of 165 empirical studies on mobile learning to investigate the changing landscape of mobile learning pedagogy. The findings reveal that, despite the ubiquity and flexibility of mobile technologies, most mobile learning studies were conducted in formal settings. The findings also reveal that game-based learning and collaborative learning were the most frequently used pedagogical approaches. Furthermore, redefinition is the most frequently used pedagogical functionality of technology in mobile learning, based on the Substitution Augmentation Modification Redefinition (SAMR) model. The findings of this systematic literature review could be beneficial to both researchers and practitioners in highlighting how mobile learning is designed and implemented, and what gaps should be focused on to enhance pedagogical experiences on mobile devices and thus achieve better mobile learning outcomes.

Abstract: The number of smartphone users has increased from 3.6 billion in 2016 to 6.25 billion by 2021, which shows that mobile phone usage has increased dramatically over the past few years. This is due to the development of mobile computing applications like commerce, healthcare, e-learning, etc. The use of mobile devices has resulted in an exponential rise in the amount of data generated and as a result the amount of energy consumed has increased. This is where cloud computing plays a major role. Cloud computing has transformed traditional mobile computing. The new mobile cloud not only provides on-demand services but also data storage and increased energy efficiency. Through mobile computing based on cloud computing, mobile device functions can be virtualized, reducing power consumption. In this paper, the authors survey application and potential of mobile cloud computing and present the energy-efficient ways. Also, the paper discusses development opportunities of mobile cloud computing. The research also mentions some of the major challenges in current mobile computing technology.

Abstract: Due to rapid developments, mobile technologies started to play an essential role in designing seamless learning environments. Due to the availability of mobile technologies, students can access learning materials without being bound by time and place. On the grounds that these applications allow information exchange, time and space limitations such as classrooms or school bells have been eliminated. Therefore, this study aims to assess mobile-assisted seamless learning environments’ effects on students’ success and motivation in the secondary school 7th grade mathematics class algebra unit and student opinions about the application. The research is designed using the descriptive pattern of mixed-method research. The sample of the study is 73 middle school students (30 male and 43 female) in Turkey. Augmented Reality (AR) applications developed in teaching algebra to support individual learning and to utilize mobile technologies, WhatsApp groups were created. Algebra Achievement Test (AAT), Mathematics Motivation Scale (MMS), and semi-structured interview forms were used as data collection tools in the research. The results of the study showed that there were statistically significant differences in favor of the experiment group in AAT and MMS scores. However, no significant difference was found between the groups in intrinsic goal orientation and test anxiety scores, which are motivation sub-dimensions. The findings obtained from AAT, MMS, and the students’ opinions showed that mobile technology applications used in out-of-school learning environments positively affect the learning process.

Abstract: Context awareness and mobile factor ubiquity are considered key factors when it comes to mobile technology development and diffusion. Context is vital in interactive applications particularly when the context of users changes frequently and rapidly in the environment of handheld-mobile and ubiquitous technology systems. The understanding of the context and ubiquity in the development and diffusion of mobile government can influence the delivery of efficient public services. Mobile context-aware computing systems can respond to the changes in the environment in an intelligent way to provide a better consumer experience for users. This study explored the impact of context awareness and mobile factor ubiquity on the adoption of mobile government services. The framework of this study was based on the unified theory of acceptance and use of technology (UTAUT). The structural equation model (SEM) with SmartPLS 3.0 was used to conduct the data analysis. The analysis which was based on the 366 samples generated has shown that while context awareness was not significant in determining both the performance and intention to use, it was however significant in determining the effort expectancy of mobile government services. Also, mobile factor ubiquity was found to be a positive predictor of effort expectancy, intention to use, and context awareness. However, the mobile factor ubiquity does not determine the performance expectancy of mobile government services. The implications (managerial and theoretical) of these and other result findings of the study are discussed.

Abstract: Mobile learning is the newest and emerging technology embraced by universities and this seems to be fast establishing itself as the preferred mode of learning in many countries. However, ways in which mobile devices are used to meet learning goals seem under-researched and may require more effort from researchers, especially in the context of Africa. This empirical study sought to investigate the state of mobile usage among higher education students, their experiences, and available facilitating conditions that influence mobile learning in a Ghanaian university setting. A total of 222 students (distance and vacation students) were engaged to respond to the questionnaires employed for the study. Findings revealed that mobile learning exists in a somewhat structured form as the environment showed most of the salient characteristics of mobile learning but largely remained unharnessed. To a large extent, facilitating conditions for mobile learning were available; students showed positive experiences with their mobile devices and their use in accessing learning, but largely such learning did not occur via the deployed learner management system of the institution. Implications for policy formulation for the Institution and other similar ones that are striving to incorporate mobile technology to increase access and improve the quality of instruction delivery are discussed.

Abstract: Over the past several years, mobile learning concepts have changed the way people perceived on mobile devices and technology in the learning environment. In earlier days, mobile devices were used mainly for communication purposes. Later, with many new advanced features of mobile devices, they have opened the opportunity for individuals to use them as mediated technology in learning. The traditional way of teaching and learning has shifted into a new learning dimension, where an individual can execute learning and teaching everywhere and anytime. Mobile learning has encouraged lifelong learning, in which everyone can have the opportunity to use mobile learning applications to gain knowledge. However, many of the previous studies on mobile learning have focused on the young and older adults, and less intention on middle-aged adults. In this research, it is targeted for the middle-aged adults which are described as those who are between the ages of 40 to 60. Middle-aged adults typically lead very active lives while at the same time are also very engaged in self-development programs aimed at enhancing their spiritual, emotional, and physical well-being. In this paper, we investigate the methodology used by researchers based on the research context namely, acceptance, adoption, effectiveness, impact, intention of use, readiness, and usability of mobile learning. The research context was coded to the identified methodologies found in the literature. This will help one to understand how mobile learning can be effectively implemented for middle-aged adults in future work. A systematic review was performed using EBSCO Discovery Service, Science Direct, Google Scholar, Scopus, IEEE and ACM databases to identify articles related to mobile learning adoption. A total of 65 journal articles were selected from the years 2016 to 2021 based on Kitchenham systematic review methodology. The result shows there is a need to strengthen research in the field of mobile learning with middle-aged adults.

Abstract: Mobile applications on smartphones and tablets have become part of our everyday lives. The number of augmented reality (AR) technology applications is also increasing. Augmented reality has proven to be effective in various areas of human life, from education, marketing, and training to navigation. All people have the right to access information and use available technologies, but not everyone has the same opportunities. To contribute to the digital inclusion of people who are often disadvantaged in this regard, we should think about the accessibility of digital technologies, including mobile augmented reality (MAR). The specificity of MAR is a new way of human–computer interaction compared to traditional mobile solutions. The objective of this review paper is to analyze the handheld AR solutions developed for people with different disabilities to identify accessibility challenges related to interaction when performing different tasks in AR. It also explores and presents accessibility features and other accessibility best practices, as well as potential future research directions related to the personalization and customization of such solutions for individuals. The results of this literature review can contribute to the creation of accessibility guidelines in the field of handheld AR and encourage the development of accessible AR solutions that can benefit not only people with disabilities but also people without disabilities.

Abstract: Background While there has been a strong national and international emphasis on social inclusion over the past 15 years, many people with intellectual disabilities remain socially isolated in their communities. Mobile technology has the potential to support social inclusion and there is great interest among adults with intellectual disabilities in using technologies such as computers, smartphones, tablets and the internet. This study aimed to investigate the use of mobile technology by people with intellectual disabilities, and its capacity to improve their social inclusion. Methods Data were collected using individual interview, group interviews or interviews using Photovoice with 32 adults with intellectual disabilities and analysed using inductive content analysis. Findings Findings indicated that adults with intellectual disabilities use various mobile technology and apps for multiple purposes, including social activities, work, support, productivity, navigation and entertainment. Enabling inclusion, increasing convenience and accessibility were viewed as advantages of mobile technology, while disadvantages were related to social issues and dangers resulting from the use of mobile technology and the practical limitations and ubiquitous nature of mobile technology. Barriers to using mobile technology included having limited access to the technology itself in certain contexts and difficulties with its use. Receiving support from others and awareness of safety measures enabled the use of mobile technology among the participants. To facilitate the use of mobile technology among people with intellectual disabilities, there needs to be greater education about this and other technologies including their features, design and apps. Importantly, people with intellectual disabilities need to be involved in the design of apps. Conclusions To fully harness the potential of using mobile technology for the purpose of developing social relationships and sense of belonging in the community, people with intellectual disabilities should be supported in developing an awareness of the limitations of mobile technology and practicing appropriate safety measures.

Abstract: With the constant increase of computing power in mobile devices (tablets, smartphones), new prospects have opened up for their application, in particular, in trade, industry, medicine, education, etc. In the field of education, mobile devices have a high potential, which, if properly integrated, can form a new effective learning model. This article is devoted to the development of a mobile application for a multilingual (Kazakh, Russian, English) educational platform for distance learning of physics in higher and secondary educational institutions using augmented reality technology.

Abstract: Many Americans with opioid use disorder (OUD), do not have access to treatment. Mobile narcotic treatment programs are now under new regulations that may make treatment more accessible to more people. These mobile programs can help expand the reach of opioid agonist treatment for OUD, help reduce human immunodeficiency viruses (HIV) and hepatitis C in the OUD population, and have retention rates that are often better than those at fixed-site clinics. Mobile services can also help reach marginalized individuals, the homeless, rural communities, and other underserved communities. They may offer methadone or buprenorphine treatment. Such mobile services have been used inside and outside the United States with promising results. In particular, mobile programs can make treatment available to people who do not have insurance, who lack reliable transportation, live in chaotic situations, or may be undomiciled. The potential pairing of mobile programs together with technology, such as smartphone apps or online resources, may allow mobile patients to benefit from counseling as well. Mobile clinics must be attached to a fixed-site narcotic treatment program and may have limitations with respect to the geographic area served. Mobile programs must have policies and procedures to store, transport, deliver, account for, reconcile, and dispose of opioid waste and would be subject to audit. Mobile opioid agonist therapy is an important and innovative service of particular value to underserved communities.

Abstract: Background The impact of mobile technology usage on student learning in various educational stages has been the subject of ongoing empirical and review research. The most recent meta-analyses on various types of mobile technology use for potential benefits of learning covered the empirical studies up to about nine years ago. Since then, the use of mobile technology in primary and secondary education has increased tremendously, and numerous empirical studies have been conducted on this topic, but their conclusions were inconsistent. Objectives The purpose of this systematic review is to re-examine this issue by meta-analyzing the empirical research studies from the last nine years, with a focus on cognitive, affective, and behavioral learning outcomes in primary and secondary education, and to examine the potential moderators that may have contributed to the heterogeneity across findings. Methods Based on our inclusion and exclusion criteria, we found 85 studies of 78 peer-reviewed papers (N = 9157) from electronic databases and major journals in educational technology and mobile learning between 2014 and 2022. We then examined 15 moderators that were expected to affect student learning outcomes. Results and Conclusions Compared with traditional technology and non-technology groups, using mobile technology produced medium positive and statistically significant effects on primary and secondary students' learning, in terms of cognitive (g = 0.498, 95% CI [0.382, 0.614]), affective (g = 0.449, 95% CI [0.301, 0.598]) and behavioural (g = 0.339, 95% CI [0.051, 0.627]) learning outcomes. Further moderator analyses revealed that student factors (i.e., community type, students’ socioeconomic status), learning process (i.e., hardware used, student-to-hardware ratio, teaching method) and study quality (i.e., learning topic/content equivalence, degree of technology use in the control group) were among the variables that moderated the summary effect sizes for at least one learning outcome dimension significantly. The findings and their implications for researchers, policymakers and practitioners are discussed.

Abstract: With their widespread use in the Global South, mobile phones are attracting growing interest from international aid actors and local authorities alike, who are positioning mobile technology as a growth driver and a solution to many social problems. Initiated by giants of the digital industry, these policies are reviving old questions about technological development, the relationship between the market sector and States, and the role of technology in the inequalities between the Global North and Global South. Through a multi-sited ethnography on maternal care in Ghana and India, this Element provides a first-hand look at initiatives that promise to improve poor women's health in the Global South through the use of mobile phones; a field known as Mobile Health or mHealth. Attentive to the way in which these technical objects modify power relations at both international and local levels, this Element also discusses how mHealth transforms care practices and healthcare.

Abstract: The research is aimed at the theoretical justification, development and experimental verification of methods of using mobile technologies for teaching students of higher education institutions in the conditions of quarantine caused by the COVID-19 pandemic. The purpose of the study is the adaptation of mobile ICT to distance learning during quarantine. The object of the study is the use of mobile ICT for distance learning. The subject of the study: the use of mobile ICT for distance learning during quarantine. Ukrainian and foreign research on the application of mobile ICT (Audience Response Systems; Mobile Multimedia Authoring Tools development; Mobile Learning Management Systems; Mobile Modeling and Programming Environments; Mobile Database Management Systems) for the training of higher education applicants has been analyzed. The author's method of using the mobile modeling and programming tool in the Pydroid environment is presented. A comparative assessment of the functionality of five mobile ICT distance learning systems in the conditions of COVID-19 was carried out. A survey of the importance of using mobile ICT for distance learning in quarantine conditions was developed and analyzed.

Abstract: Falls are the leading cause of accidental death in older adults that result from a complex interplay of risk factors. Recently, the need for person-centered approach utilizing personalization, prediction, prevention and participation, known as the P4 model, in fall prevention has been highlighted. Features of mobile technology make it a suitable technological infrastructure to employ such an approach. This narrative review aims to review the evidence for using mobile technology for personalized fall risk assessment and prevention since 2017 in older adults. We aim to identify lessons learned and future directions for using mobile technology as a fall risk assessment and prevention tool. Articles were searched in PubMed and Web of Science with search terms related to older adults, mobile technology, and falls prevention. A total of 23 articles were included. Articles were identified as those examining aspects of the P4 model including prediction (measurement of fall risk), personalization (usability), prevention, and participation. Mobile technology appears to be comparable to gold-standard technology in measuring well-known fall risk factors including static and dynamic balance. Seven applications were developed to measure different fall risk factors and tested for personalization, and/or participation aspects, and four were integrated into a falls prevention program. Mobile health technology offers an innovative solution to provide tailored fall risk screening, prediction, and participation. Future studies should incorporate multiple, objective fall risk measures and implement them in community settings to determine if mobile technology can offer tailored and scalable interventions.

Abstract: With the rapid development and transformation of the current society, reform in the education system has reached new heights of development. Also, the evaluation of ideological and political education reform using mobile phones as a carrier for artificial intelligence has become increasingly popular and essential. However, there are some problems in the reform process, though it has many advantages overstanding in a row. The concept of mobile phones as a carrier in artificial intelligence- (AI-) based mobile learning includes a complete teaching and learning process through mobile Internet devices. These Internet of Things (IoT) devices can be tablets, smartphones, and e-readers. In the present scenario, learning on a smartphone is still relatively marginal, while learning on computers and tablets is the subject of many experiments and projects in recent years. Many benefits are regularly put forward to promote mobile Internet technology in education, like more interactivity to enrich the learning, like discussion forums, blog spots, e-classrooms, chatrooms, and learning apps. Reading on mobile phones and in the traditional education system (reading books) improves brain activity. As a result, the concept of mobile phones as a carrier in AI (mobile learning) has more advantages than the traditional educational systems. The present research proposes a set of hypotheses that show mobile learning is way more advantageous than the conventional education system. In this research, remote supervision algorithms with wireless communication technology are proposed to perform the reformation of ideological and political education using mobile phones. The proposed algorithm focuses on the accurate delivery of the online courses, and the algorithm is compared with the existing hybrid K-means method, which has provided 5.03% less accuracy than the proposed method.

Abstract: The advancement of technologies has promoted the increasing popularity and integration of mobile technologies in science education in the past decade. These trends have led to an increased interest among scholars to understand the effects of mobile technologies in science education and whether those effects differ depending on how mobile technologies are used in learning and teaching (eg, student-led, teacher-led, collaborative). In this study, we performed a meta-analysis of 34 studies that directly examined the effects of users' pedagogical role on K-16 students' achievement in science when engaging in mobile learning (ML). The analysis of the 34 studies yielded an overall significant main effect of ML on K-16 science learning outcomes. We applied the mixed-effects model with moderator variables and found that users' pedagogical role significantly moderated the ML effects as a whole. Collaborative and student-led uses had a statistically significant impact on student science learning, whereas teacher-led use did not. Findings from this meta-analysis are consistent with prior research, providing synthesized research-based evidence of the effects of ML on science learning that holds implications for both mobile curriculum design and mobile technology use. Practitioner notes What is already known about this topic Mobile technology has been increasingly adopted in science learning with great potential to support learning and teaching. Prior meta-analysis has suggested multiple moderators in measuring the mobile learning effect. Prior empirical studies examined the effect of mobile users' pedagogical role in the specific subject domains (eg, physics) and grade levels (eg, high school). What this paper adds This meta-analysis is among the first to examine the moderator effect of mobile users' pedagogical roles on ML in K-16 science education. This study found that mobile technology use is associated with significant science learning outcomes across 34 studies. This study found that the effect of mobile learning was moderated by mobile users' pedagogical roles (ie, who initiated the use). Collaborative use between teachers and students tends to be the most effective. Teacher-led use tends to be the least effective. Implications for practice This study suggests that we should consider who leads the use of mobile technology when integrating mobile learning in science education. In particular, educators should encourage collaborative and student-led mobile use for learning and instruction.

Abstract: Mobile communication is an application of technology. It allows you to communicate with other people in different places without using any physical connection like wires or cables. Mobile communication makes our life easier and it saves time and effort. Next-generation wireless e-health technologies are a new and emerging topic in telemedicine and tableware systems. These technologies use mobile telecommunication technologies to eliminate the major disadvantages of wires in existing systems and provide better access to healthcare workers on the go. These technologies are gaining access to medical records and specialist care. This overcomes the limitations that exist these days among various clients using such medical statistics. One of the best blessings for all users is the greener use of assets and greater area freedom. In this paper, we will discuss these emerging areas and the developments of the rule and their synthesis for m-health systems. We can even discuss modern-day and future strategies for imposing this gadget in key fitness care fields and key scientific contexts.

Abstract: In the modern digital era, the impressive development of mobile technologies has entailed the reformation of orientations, dispositions and stances in education, changing the dominant approaches to learning. In this article, we introduce the novel idea of the synergistic development of computational thinking skills and environmental awareness in the early primary school years, by employing mobile technologies.

Abstract: Researchers have identified three orders of barriers to probe teachers’ conceptions of technology-integrated instruction, namely extrinsic obstacles, intrinsic obstacles and the lack of design thinking. However, few studies have investigated barriers to teachers’ mobile technology-integrated instruction and compared them with the barriers to their technology-integrated instruction. This study recruited 20 in-service teachers with experience in adopting mobile learning (in practice) to compare their conceptions of the two kinds of barriers. Firstly, we utilised the phenomenographic method and subsequently transformed qualitative interview data into quantitative data. The research results found an additional crucial barrier, namely classroom management. Thus, this study revealed four classifications of barriers to (mobile) technology-integrated instruction. Moreover, teachers with less experience in adopting mobile learning confronted more obstructions to mobile technology-integrated instruction than to technology-integrated instruction at the first-order level (i.e., extrinsic obstacles). On the contrary, teachers with more experience in adopting mobile learning encountered more barriers related to design thinking upon the educational integration of mobile technology over conventional technology. This study provides the field with new insights into understanding teachers’ conceptions of barriers to the adoption of emerging technology-integrated instruction and sheds light for researchers and policymakers who are working on teacher professional development. Implications for practice or policy: This research reveals a framework of the four orders of barriers for providing an understanding of teachers’ barriers to advanced technology-integrated instruction as the technology grows. More courses involving design thinking for mobile learning should be provided as part of teacher training. Future research should carefully explore the effective solutions for eliminating the barriers to mobile technology-integrated instruction.

Abstract: Today, Mobile devices are receiving a wide recognition as a cutting-edge technology to assist teaching and learning strategies that harness individual learners’ context. As mobile technology is being resorted to in education systems, tools that help accessing information have changed. In similar fashion, concepts such as Mobile Learning have emerged. Mobile learning is widespread. Furthermore, students nowadays are able to learn regardless of time and place. This is accomplished by mobile technologies and wireless internet connections. Nevertheless, there are still critical challenges regarding this new learning paradigm. In fact, researchers are meeting a difficulty related to providing accessibility for all students. This paper introduces a New Cloud-based Adaptive Mobile Learning System using a Multi-agent paradigm. The system provides adaptive learning content and personalised to the learner’s style and preferences, to increase learner satisfaction and facilitate the learning process. The system was implemented and will be tested with students in a real educational environment.

Abstract: Mobile applications are constantly increasing and people are trying to find solutions to problems in their daily life in the digital world. Digital developments provide equal access and learning opportunities to people with disabilities. Today, children spend most of their time using mobile devices. Therefore, addressing their difficulties through mobile applications would be very effective. E-learning applications that use mobile devices, also known as mobile learning, can be used as therapeutic tools to improve both executive functions and quality of life. Moreover, they create greater motivation in children and adolescents by increasing the frequency of practicing cognitive and metacognitive task skills. In addition, audiovisual stimuli provided through smartphone applications can facilitate the understanding and memorization of the information provided. Therefore, they can be essential learning tools for children with ADHD. The present work investigates the role and effectiveness of using mobile applications in order to improve the quality of life of children with ADHD.

Abstract: The use of m-learning, also known as mobile learning, allows the new generation of people to have better communication and activities regardless of location and time. The purpose of this research is to understand more about how students learn English using their mobile devices. Mobile technologies are increasingly being used in language teaching and learning. MALL (Mobile Assisted Language Learning) allows anybody to study regardless of their location, job, studies, and time constraints. In mobile learning, smartphones, iPods, tablets, computers, and iPads are utilised to facilitate language acquisition. There are various applications available for persons studying English as a second language. This research looks at how mobile apps are classified for elementary, secondary, and tertiary learners. This research focuses on the implementation, analysis, and assessment of language learning mobile apps. The concept, technique, theoretical, and pedagogical characteristics that drive modern mobile applications are also discussed in this article. Because these applications are designed to help learners improve their language abilities, the focus should be on learning the four important language skills of listening, speaking, reading, and writing using mobile technology. It also reveals that apps are more effective at teaching listening and speaking skills than traditional learning techniques.

Abstract: Abstract Digital technologies play an important role in our daily lives. Smartphones and tablet computers are very common worldwide and are available for everybody from a very early age. This trend offers the opportunity to track digital usage data for psychological and educational research purposes. The current paper introduces two research projects, the PhoneStudy and Learning4Kids that both use mobile sensing software to collect ecologically valid data on the usage of applications installed on smartphones and tablets. This usage data is used for statistical analyses, for a reward system, and to provide feedback to the study participants. The advantages and challenges of using mobile sensing compared to conventional forms of assessments, and the potential applications of mobile sensing in psychological and educational research are discussed.

Abstract: Mobile technologies enable both education and science lecturers to provide the educational materials to their students on mobile technologies. But many science and education lectures educators were likely not using mobile technology to its maximum potential. The objectives were to examine the relationship between science and education lecturers and the effect of specialisation in the use of mobile technologies for instruction. The study was a descriptive research of survey type. 160 respondents were randomly selected for this study from the faculty of science and education. Frequency, percentage, multiple regression, and ANOVA were used for the analysis. The findings established that a positive relationship exists between science and education lecturers in the use of mobile technologies for instruction. It was recommended that lecturers should be encouraged to explore different ways in which mobile technologies can be used in teaching and learning.