Development of Mobile Learning Using Android Platform

International Journal of Information Technology & Computer Science ( IJITCS ) (ISSN No : 2091-1610 )
Volume 9 : Issue No : 1 : Issue on May / June, 2013
Development of Mobile Learning Using Android Platform

Christianne Lynnette G. Cabanban, MIT
College of Computer Science
Don Mariano Marcos Memorial State University-South La Union Campus
Agoo, La Union, Philippines
Abstract:
In the interest of the advancement of mobile technology and their increasing affordability and wide
capability, mobile devices particularly Android platforms have transformed from a means of communication to
tools for socialization, entertainment, and learning. It has greatly changed the functioning of the world, even the
learning process. Learning through mobile phones or Mobile Learning has become part of the educative
process. Mobile Learning or M-Learning is a type of e-learning that delivers educational contents and learning
support materials through wireless communication devices.

The purpose of this study is to assess the readiness and perceptions of faculty members and college
students in the use of mobile devices for learning inside and outside the classroom. This will also determine the
respondents’ prior knowledge on the personal and educational use and application of mobile phones. Finally, it
will identify the respondents’ perception on the effectiveness of mobile devices as used in the teaching-learning
process.
Keywods: Mobile Learning, Mobile Technology, Android

I. INTRODUCTION
Mobile technology has entered into the mainstream society, affecting the lives of many in recent years.
According to the report “Information and Communications for Development: Maximizing Mobile [1],” which
was released on August 16, 2012, there were 101 mobile cellular subscriptions for every 100 people in the
Philippines in 2011, a jump from 41 subscriptions for every 100 people in 2005. Worldwide, the number of
mobile subscriptions grew from one billion in 2000 to more than six billion in 2011, of which nearly five billion
were in developing countries. Mobile phones based on android platform have become an indispensable
communication device for many people, particularly in younger segments of the population, such as students.
Smart Telecommunications noted a steep rise in the use of the top three smartphone operating systems in its
network.
Google's mobile OS, Android, tallied the highest increase with a 300% spike, followed by BlackBerry OS with
66%, and Apple's iOS with 62%. The figures were culled from a series of one-day snapshots of Smart's network
taken every month. As stated by Mr. Orlando B. Vea, Smart's Chief Wireless Advisor [2], from August to
December 2011, the company has seen a doubling of the number of subscribers using smartphones in the last
four months of 2011 due to increased availability of devices and the growing demand for mobile Internet.
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This Paper was Presented on : 3 International Conference on E-Learning and Knowledge Management
Technology ( ICEKMT 2013 ) , Bangkok, Thailand on April 6 - 7, 2013 ………… Page ………..98
Android is an open source mobile operating system that has been supported by Google Corporation, the
world leading search Engine Company. One major reason for the pervasive adoption of android in the mobile
market is that mobile applications developed through android development technology is more efficient and
effective compared to the other technologies, such as mobile Window or Symbian operating systems, producing
fast, user friendly and appealing applications. With this formidable mobile technology advancement, more and
more students can now seek informal education. Another benefit of these tools is that learning cost incurred unto
students is drastically reduced as independent, and self-paced learning can be done outside the schools and
campuses [3].
The study by Chan (2003) shows that it is important for providers of mobile academic content and
information to understand the following characteristics: First, mobile learning addresses the urgency of
individual information acquisition and learning needs. Second, the initiative of knowledge acquisition is based
on an information seeker’s request and the information is obtained immediately. Third, a mobile learning
setting enables information seeking and learning to occur when and where it best fits individual needs. Fourth,
interactivity of the learning process is provided through wireless devices. Learners and information seekers are
provided broader access to experts (e.g., librarians, instructors, etc.) and knowledge than is available through
other distance learning technology. Fifth, activities are situated instructional activities in a way that extends
learning and information seeking into natural, authentic, and contextual situations of an individual’s personal
life. Finally, instructional content (e.g., information resources, activities, etc.) is integrated into mobile device
use wirelessly [4].
Given the mass technological consumption of this new technology, a new learning pattern will dawn
over the academic horizon, Mobile Leaning, bringing in new learning opportunities to all.
II. BACKGROUND AND RELATED WORKS
2.1 Mobile Technology
Although the use of mobile application technology in learning is still new, there is a developing
literature on the subject. Initially, the majority of research revolved around issues of how the technology might
be applied, and by whom. The Horizon Report 2011 identifies key trends in technology and education and
echoes a long-held tenet of the academic library: “People expect to be able to work, learn, and study wherever
and whenever they want” [5]. This report also looks at emerging technologies and predicts increased emphasis
on this technology which has moved from the “near horizon” to the “one-year or less” category. “Mobiles
embody the convergence of several technologies that lend themselves to educational use, including electronic
book readers, annotation tools, applications for creation and composition, and social networking tools,”
according to the authors of the report. With growing levels of mobile ownership right across the globe, many
Universities are developing mobile projects to try and capture this trend. Mobile has massive potential in higher
education because of its ubiquity in the student population [6].
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2.2 Mobile Learning
Mobile Learning or M-Learning is a type of e-learning that delivers educational contents and learning
support materials through wireless communication devices. Likewise, Traxler describes mobile learning as a
personalized, connected, and interactive use of handheld computers in classrooms. The actual implementation of
M-Learning is growing faster in some capabilities than others [7].
The eLearning Guild collects research data on the subject, and according to the survey results, the use
of M-Learning for social networking and communication is more prevalent than it is for the development of
custom applications, with 38.1% of organizations implementing, designing, or building the business case for
social networking and only 25.7% for custom application development. The research collected shows much
personal use, and 70.2% of respondents are using their personal mobile devices for business use. Of those who
have conducted M-Learning implementation, 50% are seeing positive returns [8].
The transition from the e-learning to the M-learning revolution is characterized also by a change of
terminology. For example, the dominant terms in the e-learning era were: multimedia, interactive, hyperlinked,
media-rich environment, etc. In the M-learning era terms like spontaneous, intimate, situated, connected,
informal, lightweight, private, personal etc. are used to characterize the context [9].
2.3 Mobile Learning Architecture

Android, an open-source mobile operating system and application framework supported by Google is a
recent addition in the mobile application platform. By providing an open development platform, Android offers
developers the ability to build extremely rich and innovative applications with a rich set of User Interfaces,
support for broad range audio and video file formats. Developers and mobile handset manufacturers around the
world has embraced this new platform due its open-source and diverse application development and running
capabilities with programming language as Java [10].
Figure 1. Ubiquitous Mobile Learning Architecture Figure 2. Unified Theory of Acceptance and Use of
Technology (UTAUT) Model
The Ubiquitous Mobile Learning Architecture as seen in figure 1 has three main factors that consists of
the learning environment which signifies the “anytime, anywhere learning” which can be conducted in the
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traditional classroom setting or outside the classroom like travelling in a bus or being at home using a wireless
network with both 3G and WiFi to connect with the University server at all-time using Web Services
architecture. The inclusion of pedagogical information is based on constructivist theory, allowing students to
create knowledge from what they see, hear, read and perceive. Interactive learning application which have both
client module running on mobile devices with different form factor suitable for varying learning environments
like Tablet PCs for classroom learning, Mobile Phones for anywhere learning outside the classroom and
Notebook PCs to be used at home environment and linked with the server module which runs through Web
services middleware architecture [11].
2.4 Unified Theory of Acceptance and Use of Technology (UTAUT)

The Unified Theory of Acceptance and Use of Technology Model (UTAUT) theory seeks to explain
intentions to use an information system and subsequent usage behavior. The theory holds that the key constructs
performance expectancy, effort expectancy, social influence, and facilitating conditions are direct determinants
of information system usage intention and usage behavior). The UTAUT dependent constructs are behavioral
intention and usage behavior. The independent constructs are performance expectancy, effort expectancy, social
influence, facilitating conditions, gender, age, experience, and voluntariness of use. The four key determinates
for usage intention and behavior intention to use are performance expectancy, effort expectancy, social
influence and facilitating conditions [12].
Performance Expectancy. Performance expectancy is defined as the extent to which a person believes
using an information system/technology will support the user’s gain benefits from job performance.
Performance Expectancy and Mobile Learning. In the perspective of mobile learning, performance
expectancy suggests that individuals will find mobile learning useful because it permits them to access
information quickly, at a time and place of their convenience, and on the device of their choice.
Effort expectancy. Effort expectancy is the degree of ease an individual associates with the use of an
information system/technology.
Effort Expectancy and Mobile Learning. In the context of effort expectancy in the use of mobile
learning in community colleges, it seems likely that effort expectancy will affect behavior most strongly during
the initial and early stages of mobile use of academic or library content.
Social influence. Social influence is the extent to which users distinguish that others important to them
believe that the users should use a new information system.
Social Influence and Mobile Learning. In the context of mobile learning, this paradigm suggests that
social influence (e.g. teachers, parents, peers, etc.) will strongly affect younger students’ intention to accept and
use mobile devices for academic purposes.
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International Journal of Information Technology & Computer Science ( IJITCS ) (ISSN No : 2091-1610
2091 )
Facilitating Conditions.. Facilitating conditions is defined as the degree in which an individual believes
that an organizational and technical infrastructure exists to support use of the system. Facilitating conditions is
an important predictor when performance

ormance and effort expectancy are not existing.
Facilitating Conditions and Mobile Learning.
Learning. Without training and support for mobile learning, lack of
technology skills may be a potential barrier.
Self-Management
Management of Learning. Self-Management of learning iss observed as a determinate in this study.
Successful learning is derived from learner control of the learning activity, exploration and investigating, asking
questions, and engaging in collaborative learning [13].
2.5. Android Architecture

Android is an open source platform. The underlying operating system of Android is licensed under
GNU General Public License Version 2 (GPLv2), a license where any third-party
third party improvements must continue
to fall under the open source licensing agreement terms. The Android framework is distributed under the
Apache Software License (ASL/Apache2), which allows for the distribution of both open and closed source
derivations of the source code. Commercial developers and handset manufacturers can choose to enhance the
platform without
ithout having to provide their improvements to the open source community. Instead, developers can
profit from enhancements such as handset-specific
handset specific improvements and redistribute their work under whatever
licensing they want. [14].
Figure 3. Android Architecture
Figure 3 depicts the architecture of Android operating system. An Android system acts like a stack of
software components built upon the Linux 2.6 kernel. Linux provides basic system functions such as process
and memory management, multithreading,
multithreading, and security. The Android runtime kernel operates above the Linux
kernel and it contains both runtime libraries and the Dalvik virtual machine (VM). The runtime libraries
comprise open-source
source building blocks such as the WebKit browser, the SQLite database,
database, and the FreeType font
engine. The Dalvik VM--designed
designed specifically for Android--provides
Android provides two key capabilities: First, programmers
can instantiate it, or create it, as needed so each application has its own private copy running in a Linux process,
which
ich protects its code and data from other applications. Second, the Dalvik VM uses registers rather than a
memory-based
based stack to improve memory-use
memory use efficiency. The Dalvik VM implements bytecode, designed for
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This Paper was Presented on : 3 International Conference on E-Learning
Learning and Knowledge Management
………..
efficient execution of java classes within Android's Application Framework layer to provide higher level
services for applications.
The top applications layer comprises standard applications, such as a Web browser, email, and other
apps within Android. This form of function "exposure" lets programmers reuse software and helps provides a
consistent "user experience." Applications also can transfer, exchange, and share data. An Android application
includes resources bundled into an archive called an "Android package” and an application includes four
components: activities, services, broadcast receivers, and content providers, which the application instantiates
and runs as required [15].
III. Statement of the Problems

The purpose of this study is to assess the readiness and perceptions of faculty members and college
students in the use of mobile devices for learning inside and outside the classroom. Specifically, it will answer
the following problems:

1. What is the respondents’ prior knowledge on the use of mobile device as to:
a. Personal Use
b. Educational Use
2. What is the respondents’ perception on the use of mobile learning as to:
a. Performance Expectancy
b. Effort Expectancy
c. Social Influence
d. Voluntariness of Use
e. Facilitating Conditions
f. Perceived Playfulness
g. Self-Management of Learning
h. Behavioral Intention to Use Mobile Learning

3. Is there a significant difference between the respondents’ prior knowledge and perception on the use
of mobile learning?
IV. Methodology
Research Design
Descriptive research will be used. Descriptive research answers the questions who, what, where, when
and how the condition is of the situation under study. In this research, this applies as this will determine the
perceptions of both faculty and students towards mobile learning. The results will be the basis for future
development of mobile learning application.
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Population and Locale of the Study

The study will be conducted at Don Mariano Marcos Memorial State University-South La Union
Campus, College of Computer Science with faculty members, and students as respondents. Quota Sampling will
be used to sample the big population of 1676 with the desired degree of accuracy. It established the idea on how
large sample size should be to ensure the accuracy of results. A total of 85 students out of the population of
1676 or five (5) percent per year level will serve as the respondents. Total enumeration will be used to the
faculty members due to their manageable number of thirty-one (31); therefore, using any other techniques may
not be necessary.
Table 1.
Respondents N n
Faculty Members 31 31
Students
1st Year 605 30
2nd Year 500 25
3rd Year 281 14
4th Year 290 16
1676 85
Total 1707 116
Distribution of respondents
Instrumentation
To determine the level of knowledge and perception of the respondents on mobile learning, a Likert-
type questionnaire based on Unified Theory of Acceptance and Use of Technology Model (UTAUT) will be
employed. The questionnaire s composed of the following areas: (a) Performance Expectancy, (b) Effort
Expectancy, (c) Social Influence, (d) Voluntariness of Use, (e) Facilitating Conditions, (f) Perceived
Playfulness, (g) Self-Management of Learning, and, (h) Behavioral Intention.

Library research technique is employed that enables the researcher to explore more ideas, principles
and concepts related to the study. Internet surfing is employed to view references which will serve as basis in
developing the system.
Data Analysis
Frequency counts and means are the primary statistical treatment to be used to analyze and interpret
the survey results. The mean scores obtained along the different areas will be analyzed using the following scale
of equivalents: 4.20- 5.00= “Strongly Agree,” 3.40- 4.19= “Agree,” 2.60- 3.39= “Neutral,” 1.80- 2.59=
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“Disagree,” 1.00- 1.79= “Strongly Disagree.” The mean scores ranging from 2.60-5.00 indicate a high level of
perception of the respondents which means that they accept and are ready with mobile learning implementation.
On the other hand, mean scores ranging from 1.00-2.59 indicate a low level of perception which means that
respondents may not be ready to be introduced with mobile learning applications.
V. Expected Outcome
The findings of this research will supplement to existing technology acceptance literature. It will also
enable proposal of another study for understanding, elucidating, and predicting factors influencing individual
acceptance of mobile learning. The study will provide valued data for future studies on respondents’ intention to
use mobile devices for learning and for the development of mobile learning system using android platform. By
understanding the determining factors of mobile learning perception using Unified Theory of Acceptance and
Use of Technology (UTAUT) model, the researcher will be able to integrate these factors into the design and
implementation phases of a mobile learning system initiative.
REFERENCES
[1] Worldbank (2012), “Information and Communications for Development 2012: Maximizing Mobile”
Retrieved from http://ttarl.org/attachments/IC4D2012Overview.pdf on January 2013
[2] TechPinas (2012), “Android Users in the Philippines Increased by 300%.”
http://www.techpinas.com/2012/01/android-users-in-philippines-increased.html
[3] Hanafi, H.F. (2012), “Mobile Learning Environment System (MLES): The Case of Android-based Learning
Application on Undergraduates’ Learning”, (IJACSA) International Journal of Advanced Computer
Science and Applications, Vol.3, No.3, 2012

[4] Chen, Y-S (2004). “A Mobile Butterfly-Watching Learning System for Supporting Independent Learning”.
Proceedings of the 2nd International Workshop on Wireless and Mobile Technologies in Education.
JungLi, Taiwan: IEEE Computer Society

[5] Johnson, L.(2011). “The 2011 Horizon Report: The New Media Consortium” Retrieved
http://net.educause.edu/ir/library/pdf/HR2011.pdf from January 2013
[6] Uys, P. (2011). “Mobile Learning in eHealth: Increasing Learning Options by Supporting the Mobility of
Learners in Developing Contexts” Retrieved from
http://www.telessaude.uerj.br/resource/goldbook/pdf/32.pdf on January 2013
[7] Traxler, J. (2005). “Institutional issues: Embedding and supporting.” In A. Kukulska-Hulme & J.Traxler
(Eds.), Mobile learning: A handbook for educators and trainers (pp. 173-188), London:Routledge.
[8] Quinn, C. (2011) “Mobile Learning: Landscape and Trends”. Retrieved January 2013,
https://commons.lbl.gov/download/attachments/77828943/mobile2011report-f2.pdf
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[9] Laouris, Y. (2005). “Educationally Relevant Meta-Data in Learning Objects: Necessary Condition for
Reusability.” Proc. 8th Cost 276 Workshop: Information and Knowledge Management for Integrated
Media Communication, May26-28, 2005 pg. 61-65.

[10] Lee, S. (2012). “Creating and Using Databases for Android Application”. International Journal of
Database Theory and Application Vol. 5, No. 2, June, 2012
[11] Shanmugapriya, M (2011). “Designing an M-Learning Application for a Ubiquitous Learning Environment
in the Android Based Mobile Devices Using Web Services.” Retrieved from
http://www.ijcse.com/docs/IJCSE11-02-01-055.pdf on January 2013
[12] Venkatesh, V. (2011). “Consumer Acceptance and Use of Information Technology: Extending the Unified
Theory of Acceptance and Use of Technology” Retrieved from
http://vvenkatesh.com/Downloads/Papers/fulltext/pdf/Venkatesh_Thong_Xu_MISQ_forthcoming.pdf on
January 2013
[13] Donaldson, R. (2011). “Student Acceptance of Mobile Learning” Retrieved from
http://diginole.lib.fsu.edu/cgi/viewcontent.cgi?article=1243&context=etd on January 2013
[14] TechTarget (2009). “Introducing Android” Retrieved from

http://media.techtarget.com/searchMobileComputing/downloads/Introducing_Android.pdf on January
2013
[15] Walls, C. (2011). “Get Started with Android” Retrieved from

http://www.ecnmag.com/articles/2011/07/get-started-android on January 2013
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International Journal of Information Technology & Computer Science ( IJITCS ) (ISSN No : 2091-1610 )

Volume 9 : Issue No : 1 : Issue on May / June, 2013

Development of Mobile Learning Using Android Platform

College of Computer Science

Don Mariano Marcos Memorial State University-South La Union Campus

Agoo, La Union, Philippines

support materials through wireless communication devices.

Keywods: Mobile Learning, Mobile Technology, Android

use wirelessly [4].

2.1 Mobile Technology

2.2 Mobile Learning

M-Learning is growing faster in some capabilities than others [7].

2.3 Mobile Learning Architecture

Technology (UTAUT) Model

services middleware architecture [11].

2.4 Unified Theory of Acceptance and Use of Technology (UTAUT)

influence and facilitating conditions [12].

believe that the users should use a new information system.

use mobile devices for academic purposes.

an important predictor when performance

technology skills may be a potential barrier.

questions, and engaging in collaborative learning [13].

2.5. Android Architecture

licensing they want. [14].

Figure 3. Android Architecture

services for applications.

and runs as required [15].

III. Statement of the Problems

the following problems:

2. What is the respondents’ perception on the use of mobile learning as to:

h. Behavioral Intention to Use Mobile Learning

development of mobile learning application.

Population and Locale of the Study

1st Year 605 30

2nd Year 500 25

3rd Year 281 14

4th Year 290 16

Total 1707 116

Playfulness, (g) Self-Management of Learning, and, (h) Behavioral Intention.

developing the system.

Retrieved from http://ttarl.org/attachments/IC4D2012Overview.pdf on January 2013

[2] TechPinas (2012), “Android Users in the Philippines Increased by 300%.”

Application on Undergraduates’ Learning”, (IJACSA) International Journal of Advanced Computer

Science and Applications, Vol.3, No.3, 2012

JungLi, Taiwan: IEEE Computer Society

http://net.educause.edu/ir/library/pdf/HR2011.pdf from January 2013

http://www.telessaude.uerj.br/resource/goldbook/pdf/32.pdf on January 2013

Media Communication, May26-28, 2005 pg. 61-65.

Database Theory and Application Vol. 5, No. 2, June, 2012

http://www.ijcse.com/docs/IJCSE11-02-01-055.pdf on January 2013

Theory of Acceptance and Use of Technology” Retrieved from

http://diginole.lib.fsu.edu/cgi/viewcontent.cgi?article=1243&context=etd on January 2013

[14] TechTarget (2009). “Introducing Android” Retrieved from

[15] Walls, C. (2011). “Get Started with Android” Retrieved from

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