Reviewing the potentials of Mobile Media and Learning | ||||
| Journal of Media and Interdisciplinary Studies | ||||
| Volume 1, Issue 2, December 2022, Page 5-51 PDF (660.63 K) | ||||
| Document Type: Original Articles | ||||
| DOI: 10.21608/jmis.2022.288717 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Hassan Marrie | ||||
| PR & Advertising ,Faculty of Mass Communication, MSA University | ||||
| Abstract | ||||
| Media technology presented in handheld devices, like mobile smartphones and tablets, enables the integration of immersive reality (Genlott et al., 2019). Kugler (2017) predicted that this will be at the forefront of mobile language learning. Taking a media studies approach, this thesis addresses the question of how mobile apps facilitate the engagement of independent language learners. Classical studies have restricted communication in learning traditionally in direct interaction between the knowledge provider and the learner in a fixed physical location. By introducing media technology to this setting, learning as a process of communication may adapt and change. New media products have emerged in the edutainment, e-learning and interactive learning markets (Okan, 2003). In other fields, mobile media apps offer features that may extend the horizon of engagement, as learners can immerse themselves in a semi-artificial world. Different mobile learning apps are also following this new technological trend of integrating engaging features into their design. This integration may pave the way for alternative possibilities for transforming learning. Learning a new language, is a multi-layered skill, and a challenge for any learner. For independent learners, additional factors can further complicate the task, such as social, financial and time constraints. These perceived restrictions may create a gap in pursuing continuous learning. Therefore, a systematic overview on learning as engagement with mobile media may initiate a better comprehension and assessment of the dynamic potentials of digital media. | ||||
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