The Impact of Mobile Learning to Develop the Educational Video Production Skills and to Enhance the Self-Efficacy among Postgraduate Students in the Kingdom of Saudi Arabia | ||||
| المجلة العربية للعلوم التربوية والتكنولوجية | ||||
| Volume 1, Issue 2, July 2024, Page 105-128 PDF (645.69 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/ajset.2024.397733 | ||||
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| Author | ||||
| داليا أسامة خياط* | ||||
| كلية التربية – جامعة أم القري | ||||
| Abstract | ||||
| Modern technologies and globalisation have led to rapid changes in the majority aspects of human life, with mobile technologies being an essential part of these changes. The educational process has begun to include mobile technologies, resulting in the concept of mobile learning. This small, handheld form of technology allows learners to gain information quickly and to overcome the barriers of time and place to receive learning instructions and guidance, as well as seek information. This paper aims to investigate the effects of using mobile learning (ML) to develop educational video production skills and to enhance the self-efficacy of postgraduate female students at a leading university in Saudi Arabia. The theoretical framework for this study is based on the Technology Acceptance Model (TAM). A pragmatic research paradigm and a mixed research approach were employed with a quasi-experimental, multi-method design. The control group and the experimental group, each with 30 postgraduate female students. Online questionnaires were distributed before and after the experiment and evaluation cards were used by the researcher to compare the educational video production skills of each group. Overall, the findings indicate that both groups agreed that mobile learning improves postgraduate female students’ educational video production skills by 87 percent versus 71 percent for traditional learning. The findings also show that mobile learning increases the self-efficacy of postgraduate female students by 90 percent. The results presented here may facilitate those working in educational technologies, specifically mobile learning (ML), to improve the technology, and thus educational process performance. Moreover, this research will assist academic staff at Umm Al-Qura University (UQU) and the Ministry of Education of the Kingdom of Saudi Arabia (KSA). The implications of the results and recommendations for future research directions will contribute to further investigations in this field, too. | ||||
| Keywords | ||||
| ML; mobile learning; higher education; self-efficacy; educational video production skills; Technology Acceptance Model | ||||
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