The Effectiveness of suggested Model for some Mobile Digital Media Applications in developing the Skills of preparing Research Proposals for Postgraduate Students
Keywords:
Mobile digital media applications, skills of preparing research proposals
Abstract
Mobile digital media applications are among the applications that have demonstrated great ability and effectiveness in influencing learning outcomes. The skills of preparing research proposals are among the skills that require unusual methods to support their teaching due to the information and skill momentum associated with these skills. Individual use of mobile digital media applications may be less impactful than use of these applications in an integrated context through a unified interaction interface. Accordingly, the current research aims to investigate the effectiveness of a proposed model for some mobile digital media applications in developing the skills of preparing research proposals among female graduate students. The research relied on the quasi-experimental approach to compare the two research groups, where the experimental group studies using the proposed model through which an application for managing mobile digital media applications was developed, and the control group uses mobile digital media applications individually. The research sample consisted of (60) female graduate students, who were randomly distributed into the two research groups. Through the current research, a product evaluation card was developed to evaluate the skills of preparing scientific research plans, and the card was based on the evaluation of (60) sub-skills. The research came up with a proposed model based on four applications: YouTube, Twitter, Blogger, and Instagram. The results showed the advantage of the experimental group that used the proposed model based on mobile digital media applications compared to the control group regarding developing the skills of preparing research plans. The research recommended the need to pay attention to expanding the use of mobile digital media applications in higher education institutions.
References
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2. أبو علام، رجاء محمود (2011). مناهج البحث في العلوم النفسية والتربوي. ط6، القاهرة، دار النشر للجامعات.
3. بدر، أحمد فهيم (2012). فاعلية التعلم المتنقل باستخدام خدمة الرسائل القصير SMS في تنمية الوعي ببعض مصطلحات تكنولوجيا التعليم لدى أخصائي تكنولوجيا التعليم والاتجاه نحو التعلم المتنقل. مجلة كلية التربية، جامعة بنها، 23(90)، 152 - 202.
4. بلابل، ماجدة راغب محمد (2011). برنامج إثرائي لتنمية مهارات مهارات البحث العلمي لدى تلاميذ المرحلة الابتدائية واتجاههم نحوه. دراسات في المناهج وطرق التدريس، ع 172، 57-99.
5. الحلفاوي، وليد سالم؛ زكي، مروة زكي توفيق (2017). التطبيقات الاجتماعية النقالة. مركز النشر العلمي، جامعة الملك عبدالعزيز.
6. خميس، محمد عطية (2007). شروط بحوث تكنولوجيا التعليم. مجلة تكنولوجيا التعليم: سلسة دراسات وبحوث محكمة، الجمعية المصرية لتكنولوجيا التعليم، 17(3)، يوليو، 1-2.
7. شحاتة، نشوى رفعت محمد (2011). بناء موقع إلكتروني مدعم بتعليم متنقل لتنمية التحصيل والاتجاه نحو مستحدثات تكنولوجيا التعليم، تكنولوجيا التربية - دراسات وبحوث، 175-208.
8. الشربيني، زينب حسن، خميس، محمد عطية ، طلبة، عبدالعزيز (2012). استخدام التلفون المحمول في بيئة للتعليم الإلكتروني المحمول وأثره على تنمية مهارات تصميم المحتوى الإلكتروني ونشره. مجلة كلية التربية، ع 179، ج1، 631-665.
9. عبدالحميد، محمد (2000). البحث العلمي في الدراسات الإعلامية. القاهرة، عالم الكتب.
10. عبدالحميد، محمد (2005). البحث العلمي في تكنولوجيا التعليم. القاهرة، عالم الكتب.
11. عبدالرحمن، عبدالناصر محمد. (2014). فاعلية النمذجة الذاتية القائمة على التعلم النقال في تنمية مهارات الحاسوب لدى تلاميذ المرحلة الإعدادية. دراسات عربية في التربية وعلم النفس - السعودية، 47(3).
12. عبيد، مصطفى فؤاد (2003). مهارات البحث العلمي. غزة، أكاديمية الدراسات العالمية.
13. العرميطي، ملاك هاني (2015). أثر استخدام التعلم النقال و اللوح التفاعلي على تحصيل طلبة الصف السابع الأساسي في مادة الرياضيات في الأردن. رسالة ماجستير غير منشورة. الجامعة الاردنية، عمان.
14. منصور، رشدي فام (1997). حجم التأثير: الوجه المكمل للدلالة الإحصائية. المجلة المصرية للدراسات النفسية، 7(16)، 57-57.
15. Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 1195-1208.
16. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.
17. Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.
18. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (2021a). Design an Adaptive Mobile Scaffolding System According to Students' Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies, 15(13).
19. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. H. (2021b). Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 15(13), pp. 108-127. https://doi.org/10.3991/ijim.v15i13.21253
20. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
21. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. https://doi.org/10.3991/ijim.v13i08.10725
22. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151.
23. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
24. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. https://doi.org/https://doi.org/10.3390/su15021305
25. Alzahrani, F. K. (2021). The effectiveness of Padlet in enhancing reading and writing skills in English language course among EFL students at secondary stage. Journal of Educational and Psychological Studies [JEPS], 15(1), 155-167.
26. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. https://doi.org/doi.org/10.3390/su15054613
27. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
28. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. https://doi.org/10.30819/cmse.6-2.05
29. Andersen, P. (2007). What is Web 2.0?: ideas, technologies and implications for education (Vol. 1). JISC Bristol.
30. Boticki, I., Looi, C.-K., & Wong, L.-H. (2011). Supporting mobile collaborative activities through scaffolded flexible grouping. Journal of Educational Technology & Society, 14(3), 190-202.
31. Cela, K. L., Sicilia, M. Á., & Sánchez, S. (2015). Social network analysis in e-learning environments: A preliminary systematic review. Educational Psychology Review, 27, 219-246.
32. Chard, I. (2008). Share, Collaborate, Exploit Defining Mobile Web 2.0. Juniper Research. Hampshire, England.
33. Chen, H.-T., & Li, X. (2017). The contribution of mobile social media to social capital and psychological well-being: Examining the role of communicative use, friending and self-disclosure. Computers in Human Behavior, 75(Supplement C), 958-965. https://doi.org/10.1016/j.chb.2017.06.011
34. Consoli, D. (2012). An advanced platform for collaborative and mobile enterprise 2.0. Journal of Mobile, Embedded and Distributed Systems, 4(2), 121-133.
35. Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(5-6), 513-540.
36. Drigas, A. S., & Pappas, M. A. (2015). A review of mobile learning applications for mathematics. International Journal of Interactive Mobile Technologies, 9(3).
37. Friedman, L. W., & Friedman, H. (2013). Using social media technologies to enhance online learning. Journal of Educators Online, 10(1), 1-22.
38. Greenhow, C., & Askari, E. (2017). Learning and teaching with social network sites: A decade of research in K-12 related education. Education and Information Technologies, 22, 623-645.
39. Hu, C., Zhang, C., Wang, T., & Li, Q. (2012). An adaptive recommendation system in social media. System Science (HICSS), 2012 45th Hawaii International Conference on,
40. Kalloo, V., & Mohan, P. (2015). Investigating the Value of Personalization in a Mobile Learning System. Journal of Computers in Mathematics and Science Teaching, 34(2), 199-221.
41. Keskin, N. O., & Metcalf, D. (2010). Design Model of a Mobile Performance Support System for Researchers. Ubiquitous Learning: An International Journal, 2(3). https://doi.org/10.18848/1835-9795/CGP/v02i03/40465
42. Lee, H., Lee, J., Lee, Y. C., & Kang, S. (2019). CollaboRoid: Mobile platform support for collaborative applications. Pervasive and Mobile Computing, 55, 13-31. https://doi.org/https://doi.org/10.1016/j.pmcj.2019.02.006
43. Li, Y., Dong, M., & Huang, R. (2011). Designing collaborative e-learning environments based upon semantic wiki: From design models to application scenarios. Journal of Educational Technology & Society, 14(4), 49-63.
44. Masud, M. A. H., & Huang, X. (2012). An e-learning system architecture based on cloud computing. System, 10(11), 255-259.
45. Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge university press.
46. Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. Calico Journal, 28(2), 345-368.
47. Naghdipour, B., & Manca, S. (2023). Teaching presence in students’ WhatsApp groups: Affordances for language learning. E-Learning and Digital Media, 20(3), 282-299.
48. Najmi, A. H., Alhalafawy, W. S., & Zaki, M. Z. T. (2023). Developing a Sustainable Environment Based on Augmented Reality to Educate Adolescents about the Dangers of Electronic Gaming Addiction. Sustainability, 15(4), 3185. https://doi.org/https://doi.org/10.3390/su15043185
49. Nwangwa, K. C., Yonlonfoun, E., & Omotere, T. (2014). Undergraduates and Their Use of Social Media: Assessing Influence on Research Skills. Universal Journal of Educational Research, 2(6), 446-453.
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Published
2023-11-10
How to Cite
Dr. Rania Youssef Sadaqa Salim. (2023). The Effectiveness of suggested Model for some Mobile Digital Media Applications in developing the Skills of preparing Research Proposals for Postgraduate Students. Journal of Arts, Literature, Humanities and Social Sciences, (97), 327-344. https://doi.org/10.33193/JALHSS.97.2023.940
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