Junior High School Pupils' Perceptions and Self-Efficacy of Using Mobile Devices in the Learning Procedure

Introduction

Nowadays, the use of mobile technology, such as smartphones and tablets, in all levels of education, has gained the interest of many researchers/institutions. The advanced features of these devices include many sophisticated applications, such as Global Positioning System (GPS), smart sensors, activity trackers, navigation, capturing objects and events and accessing web-based information (Nikolopoulou, 2019). These functions, combined with the new synchronous communication/group meetings capabilities, have made mobile devices (MD) very popular among pupils (Lee et al., 2019; Mehdipour & Zerehkafi, 2013). As a result, literature focuses on how the use of MD can be embodied in formal learning environments to facilitate pupils’ learning procedure (Bartholomew & Reeve, 2018; Domingo & Garganté, 2016; Nikolopoulou & Gialamas, 2017; Nikolopoulou, 2019).

The use of MD for educational purposes is also called “mobile learning”. Mobile learning aims not only at facilitating teaching and learning procedure, but also at improving students’ attitudes toward the usage of MD in learning environments (Wu et al., 2012; Jones et al., 2013; Nikolopoulou & Gialamas, 2017).

Mobile learning possesses the potential to extend the reach of learning procedure, and make it even more widely available and accessible (Mehdipour & Zerehkafi, 2013; Nikolopoulou & Gialamas, 2017). Therefore, the implementation of mobile learning in the classroom include several benefits compared to traditional learning environments (Asabere, 2013; Liu et al., 2014; Mehdipour & Zerehkafi, 2013; Sung, Hou, Liu, & Chang 2010; Vishwakarma, 2015):

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  Mobile learning can be used anytime, and learning content can be accessed anywhere.

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  Mobile learning enhances interaction between instructors and learners

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  Mobile learning promotes collaboration among students and teachers

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  Mobile learning assists students to improve their literacy and numeracy skills, and also to recognize their learning abilities

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  Mobile learning improves language and content learning and attitudes toward learning

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  Mobile learning increases the time dedicated to learning away from the classroom settings

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  Mobile learning extends the interaction among peers as far as problem-solving strategies concerns

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  Mobile learning helps to make the learning experience more enjoyable, and therefore, attracts hesitant students

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  The use of mobile learning for communication, also focuses on a larger learning activity

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  Mobile learning supports and enhances students’ self-efficacy

The potential of the educational usage of MD, may include gathering and sharing information (Kaliisa, Palmer & Miller, 2019), skills and knowledge construction (Hwang & Chang, 2021; Zhai et al., 2019), collaborative learning (Caballé, Xhafa & Barolli, 2010; Fakomogbon & Bolaji, 2017), and systematic lifelong learning experience (Nordin, Embi & Yunus, 2010).