• for example – to establish communication with friends, relatives and others. Middle-aged adults are self-directed, able to take responsibility for their learning, have a variety of experiences and backgrounds, and are motivated and willing to learn while effectively managing real-world situations. Hence, middle-aged adults can benefit from webinars and short courses delivered online. Therefore, more research should be conducted on mobile learning for middle-aged adults. In the fast-aging population countries like China, senior users have become a significant new growth point that cannot be ignored in social network sites to keep continuous competitiveness.

• Experience the full potential of our site that remembers your preferences and supports secure sign-in.
• This need is categorized by the researchers into two preconditions, namely material conditions and the need for professionalization, and should be taken into account when integrating tablet devices in schools.
• Although these phones are intended to prevent immodesty, some vendors report good sales to adults who prefer the simplicity of the devices; other Orthodox Jews question the need for them.
• Students can use online translation dictionaries, which provide audio pronunciations along with images to support vocabulary acquisition and audio textbooks.

And A.I.Q.; formal analysis, Q.N.N. and H.C.; investigation, Q.N.N., H.C., N.A., J.A. And A.I.Q.; writing—original draft preparation, Q.N.N. and H.C.; writing—review and editing, N.A., J.A. All authors have read and agreed to the published version of the manuscript. These considerations can contribute to the effective and meaningful integration of M-Learning in educational settings. The effects of self-efficacy, digital literacy, and self-regulation on learning experiences and academic achievements can be analyzed in detail.

Here’s how you can achieve work-life balance while using mobile technology in your career.

Augmented Reality applications developed in teaching algebra to support individual learning and to utilize mobile technologies, WhatsApp groups were created. Algebra Achievement Test , Mathematics Motivation Scale , 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.