لخّصلي

Adaptation of Mobile Learning in Higher Educational

Institutions of Saudi Arabia

Fathima Sakeena Narayanasamy College of Computer Science & Information Systems, Jazan University, Jazan Kingdom of Saudi Arabia

Jarina Begum Khan Mohamed College of Computer Science & Information Systems, Jazan University, Jazan Kingdom of Saudi Arabia

ABSTRACT Mobile learning (m-learning) is a new learning approach, relatively new research concept, has become an emerging learning trend for education system with mobile devices, internet and wireless technologies.[2] Naji Shukri Alzaza, Abdul Razak Yaakub, "Students's mobile information prototype for higher education environment", American journal of economics and business administration, 3(1), (2011), pp81-86 [3] Mohamed Sarab, Laila Elgamal, Hamza Aldabbas, "Mobile learning and Educational environments", International journal of distributed and parallel systems, Volume 3, No 4, July (2012) [4] Tanya Elias,"Universal Institutional design principles for mobile learning", International review of research in open and distance learning, volume 12, 2, Feb (2011) [5] Huseyin Uzunbaylu, Nadarie Cavus, Enric Encag, "Using mobile learning to increase the environmental awareness", Computer &Education, (2009), pp 381-389 [6] Firouz Anaraki, "Assessment of m-learning -A case study: Assumption University of Thailand", Fourth international conference on Elearning for knowledge based society, Nov 18 -19, (2007), Bangkok, Thailand [7] John Traxler, "Defining mobile learning", IADIS - International conference on mobile learning, (2005) [8] Guidelines for learning in mobile environment, MOBIlearn, June (2003) [9] Maduri Kumari, Vikram Singh, "Mobile Learning: an emerging learning trend", Tata Consultancy Services, India.Elliott Masie defines mobile learning quite broadly as, "Mobile learning is defined as all 'knowledge in the hand.' It includes the use of mobile / handheld devices to perform any of the following: Deliver education / learning, Foster communications / collaboration, Conduct assessments / evaluations, Provide Access to performance support / knowledge".The cost of mobile devices and calling rates are quite affordable and the mobile infrastructure in Saudi Arabia is well established resulting in most people acquiring mobile devices with improved features every year.INTRODUCTION Mobile learning is a technique that uses handheld devices, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning [1].BACKGROUND Generally, Mobile learning has been defined as learning that takes place via wireless devices such as mobile phones, personal digital assistants (PDAs), or laptop computers [2].Data was collected through the

questionnaire, 300 under graduate students from various departments of Jazan University were participated successfully in this research.The results indicated that

students have an adequate knowledge and awareness in m- learning and provided the strong evidence on readiness of

students to accept mobile technologies for their learning process.[10] Ambient insight comprehensive report: The US Market for mobile learning products and series: 2010 -2015 Forecast & analysis.International Journal of Computer Applications (0975 - 8887) Volume 69- No.6, May 2013

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AUTHOR'S PROFILE Fathima Sakeena Narayanasamy Fathima Sakeena was born in India, on February 24, 1981.This study aims to investigate the students' awareness of m-learning and its aspects, the

adaptation of m-learning in education and the disclosure of m- learning services.This result also showed an indication of students' expectations towards university services via mobile phones in higher educational institutions.To adopt and utilize this m- learning technology in higher educational institutes must need

to understand the students' awareness of m-learning and its impacts with expected services.She obtained her B.E degree in Electronics & Communication Engineering from Bharathidasan University, Tiruchirappalli, India on 2002.M-learning is expected to be delivery of electronic learning material on mobile computing devices and offer the advantages of learning anywhere and anytime with mobile devices [6].Currently, she is a lecturer in College of computer science & Information systems at Jazan University, Saudi Arabia.Jarina Begum Khan Mohamed Jarina Begum was born in India, on December 8, 1974.Currently, she is a lecturer in College of computer science & Information systems at Jazan University, Saudi Arabia.M-learning is the next generation of E-learning, which will provide easy access and wide availability to students with more collaborative learning opportunities and activities.General Terms Mobile learning, Jazan University Keywords Mobile learning, educational services 1.M-learning as one of the up-and-coming educational and training method seems to be fastest developing in educational market.M-learning enables students to merge their learning experiences in a shared

collaborative environment [2].She obtained her BSc degree in Computer science from Madurai Kamaraj University, India on 1992.She received her MCA degree in Computer Applications from Madurai Kamaraj University, India on 1998.The main reason for choosing mobile learning in our research is its popularity especially with young students today.Her research interests include mobile computing; cloud computing, E-learning, M-learning, and Biometrics and information security.She pursued her M.Phil degree from Madurai Kamaraj University, India on 2008.Almost every person in Jazan University owns at least one mobile phone.Her research interests include Biometrics, Information security, cloud computing, E-learning and M-learning.She received her M.Tech degree in Information Technology from Anna University, Chennai, India on 2005.2.

Adaptation of Mobile Learning in Higher Educational

Institutions of Saudi Arabia

Fathima Sakeena Narayanasamy
College of Computer Science & Information
Systems, Jazan University, Jazan
Kingdom of Saudi Arabia

Jarina Begum Khan Mohamed
College of Computer Science & Information
Systems, Jazan University, Jazan
Kingdom of Saudi Arabia

ABSTRACT
Mobile learning (m-learning) is a new learning approach,
relatively new research concept, has become an emerging
learning trend for education system with mobile devices,
internet and wireless technologies. M-learning is the next
generation of E-learning, which will provide easy access and
wide availability to students with more collaborative learning
opportunities and activities. This study aims to investigate the
students’ awareness of m-learning and its aspects, the

adaptation of m-learning in education and the disclosure of m-
learning services. Data was collected through the

questionnaire, 300 under graduate students from various
departments of Jazan University were participated
successfully in this research. The results indicated that

students have an adequate knowledge and awareness in m-
learning and provided the strong evidence on readiness of

students to accept mobile technologies for their learning
process. This result also showed an indication of students’
expectations towards university services via mobile phones in
higher educational institutions.
General Terms
Mobile learning, Jazan University
Keywords
Mobile learning, educational services

1. INTRODUCTION
   Mobile learning is a technique that uses handheld devices,
   together with wireless and mobile phone networks, to
   facilitate, support, enhance and extend the reach of teaching
   and learning [1]. M-learning is expected to be delivery of
   electronic learning material on mobile computing devices and
   offer the advantages of learning anywhere and anytime with
   mobile devices [6]. M-learning as one of the up-and-coming
   educational and training method seems to be fastest
   developing in educational market. M-learning enables
   students to merge their learning experiences in a shared

collaborative environment [2]. To adopt and utilize this m-
learning technology in higher educational institutes must need

to understand the students’ awareness of m-learning and its
impacts with expected services. The main reason for choosing
mobile learning in our research is its popularity especially
with young students today. Almost every person in Jazan
University owns at least one mobile phone. The cost of
mobile devices and calling rates are quite affordable and the
mobile infrastructure in Saudi Arabia is well established
resulting in most people acquiring mobile devices with
improved features every year.

2. BACKGROUND
   Generally, Mobile learning has been defined as learning that
   takes place via wireless devices such as mobile phones,
   personal digital assistants (PDAs), or laptop computers [2].
   Elliott Masie defines mobile learning quite broadly as,
   “Mobile learning is defined as all ‘knowledge in the hand.’ It
   includes the use of mobile / handheld devices to perform any
   of the following: Deliver education / learning, Foster
   communications / collaboration, Conduct assessments /
   evaluations, Provide Access to performance support /
   knowledge”. John Traxler [7] defines mobile learning as,
   “Mobile learning can perhaps be defined as any educational
   provision where the sole or dominant technologies are
   handheld or palmtop devices.” A definition of mobile learning
   [8] should therefore be widened to include, any sort of
   learning that happens when the learner is not at a fixed,
   predetermined location, or learning that happens when the
   learner takes advantage of the learning opportunities offered

by mobile technologies. M-learning is an emerging form of e-
learning that offers the opportunity for both teachers and

students to interact with educational material and services
using mobile devices, independent of time and space.
Availability and innovations of mobile technology such as
wireless infrastructure, high bandwidth and mobile devices
moved e-learning to m-learning era [6].
2.1 Technologies of m-learning
Mobile learning utilizes various technologies such include
mobile devices, mobile software applications, mobile
operating systems, transport of data and delivery options for
contents. Figure 1 shows the technologies clearly.

Fig 1: Mobile Technologies
2.1.1 Mobile transport options
The Advances in computer technology, intelligent user
interfaces, context modeling applications and recent
developments in the field of wireless communications,
including Wi-Fi, Bluetooth, multi-hop wireless LAN and the

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Volume 69– No.6, May 2013

35

global wireless technologies such as GPS, GSM, GPRS, 3G,
4G and satellite systems have created a wide array of new
possibilities for technology users [3].
2.1.2 Mobile Devices options
There are several devices that support mobile learning –
camera phones, smart phones, and personal audio players –
the most popular being PDAs, which are wallet-sized
computers designed as a combination of digital calendars and
address books. These are also generically known as Palm
computers [8].
2.1.3 Mobile data delivery options
Mobile technologies potentially promote, facilitate, and
enhance student collaboration and interaction, processes that
serve as a means for accessing, discovering, discussing, and
sharing environmental concerns via multimedia messaging
services (MMS), short messaging services (SMS), electronic
mail, or messengers [4]. Students can converse with each
other, question each other, and share opinions about
environmental concerns. Collaboration could also occur
outside the classroom, unlimited by geography, space, or time,
although traditional classroom instruction infrequently
supports collaboration [5].
2.1.4 Mobile Software
Sun Microsystems designed the Java 2 Micro Edition (J2ME),
an Application Programming Interface (API) to develop
software for small and resource constrained devices. The key
element of J2ME is Mobile Information Device Profile
(MIDP) which provides a standard Java runtime environment
for popular mobile information devices, such as cell phones
and PDAs. MIDP is a widely adopted platform of choice for
mobile applications, deployed on millions of cell phones and
PDAs globally, and is also supported by leading integrated
development environments (IDEs). Microsoft Visual Studio
2008 and ASP.NET 3.5 include support for working with
XML and creating mobile Web applications [9].
2.1.5 Mobile operating systems
There are many players in the area of mobile device operating
systems (OS) such as Symbian OS, Microsoft Windows for
Mobile, Palm OS, Mac OS X, Linux, iPhone OS and Android.
Many operating system providers have also developed SDK
platform compliant to their operating system [10].
2.2 Advantages
M-learning through a mobile device makes learning truly
personalized. The learners have the option to choose learning
content based on their interest, thus making learning very

learner-centric [4]. The flexibility to access immediate job-
specific information using mobile devices helps to increase

the productivity of an individual. The advantages of m-
learning are listed as follows - content consistency,

collaborative learning, personalized learning, , learner centric,
increased productivity, on demand content, continuous
learning support, multimedia content delivery, enhance
interaction, simple , intuitive, low physical and technical
efforts [8].
2.3 Limitations
M-learning presents unique challenges like slow download
speed and limited internet access, small screen sizes with poor
resolution, color and contrast awkward text input, limited
memory, small screen size of mobile device, limited
computational capabilities, limited battery life and need more
time to find information [4].

2.4 Applications
The number of Mobile Learning content applications has
exploded over the last two years. The applications are
grouped as follows [10], language learning, travel and
tourism, academic test preparation , general education, study
guides, and reference , how-to manuals and guides, simulation
and game-based learning , location-based learning , medical,
health, nutrition, and fitness, business, sales, and finance ,
handheld decision support and performance support,
professional licensure, continuing education , continuing
medical education, professional training and development.
Even in the presence of an education category in a store,
Mobile Learning apps are spread out among several categories
including games, travel, reference, medical, and health. For
example, a large percentage of learning apps designed for
children are game-based and often tagged as games instead of
education [4].
2.5 Services
While m-learning is growing rapidly in the higher education
environments, the focus is still on two types, learning material
services and administrative services. M-learning services have
two main types. Pedagogical services such as learning
materials and Informative services such as admission and
registration [3].
3. METHODOLOGY
In this study the questionnaire was used as a main instrument
for data collection. 300 questionnaires were distributed to
students of various departments of academic campus for girls,
Jazan. The study and its importance were briefly explained.
The questionnaire contains 8 sections.
 Section 1: Student’s profile
 Section 2: Awareness on mobile devices
 Section 3: Awareness on mobile technologies
 Section 4: Usage of mobile applications
 Section 5: Knowledge on mobile limitations
 Section 6: Knowledge on mobile advantages
 Section 7: Expected mobile services
 Section 8: Expectations on m-learning
4. DATA ANALYSIS & RESULTS
The analysis and survey results are presented based on these
300 valid respondents.
4.1 Student’s profile

Table 1. Student’s profile
Profile Classification No Percentage
Department

CS & IS 110 37%
Arch 70 23%
Business 120 40%

Level of
studying

Level 1 80 27%
Level 2 50 17%
Level 3 90 30%
Level 4 50 17%
Level 5 30 10%

Age

< =18 10 3%
19- 21 250 83%
22 - 24 40 13%
As shown in Table 1, 37% of participants from Department of
Computer Science, 23% from Department of Architecture,
40% from Department of Business administration. Out of 300
participants, 27% from level 1, 17% from level 2, 30% from

International Journal of Computer Applications (0975 – 8887)
Volume 69– No.6, May 2013

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level 3, 17% from level 4 and 10% from level 5. 83% of
participants are in the age between 19 -21.
4.2 Awareness on mobile devices
As shown in Figure 2, all the students have the experience to
use mobile phones. 80% of participants own smart phones,
73.3% of participants own basic mobile phones. PDA and
Tablet PC have owned by 30% of students. This result shows
that students have adequate awareness on mobile devices,
which used in m-learning environment.

Fig 2: Awareness on mobile devices
4.3 Awareness on mobile technologies
As shown in Figure 3, 90% of participants using Wi-Fi, 97%
of them using internet in mobile, 97% of them using blue
tooth, 53% of participants using GPRS, 63% of them using
WAP and 40% of them using 3G. This result shows that
students have quite awareness on mobile technologies, which
used in m-learning environment.

Fig 3: Awareness on mobile technologies
4.4 Usage of mobile applications
As shown in Table 2, almost all the applications are used by
participants. SMS has been used extremely, 66.67% of
participants used it. Online services used frequently by
63.33% of participants. Video calling, Sending emails, Word
Processing, Dictionary, Notes, Calendar, Social networks are
not used by participants more than 20%. This result shows
that the students use almost all the above listed application.
Students have fair knowledge to use the mobile applications.
4.5 Knowledge on mobile limitations
As shown in Table 3, slow data connection (83.33%) and
unsecure internet connection (80%) are the highest ranked
limitations. The other limitations also concerned by
participants very closely percentages.

Table 2. Usage of mobile applications
Mobile
application
Not
used
Rarely
used
Frequen
tly used
Extreme
ly used
SMS 3.33% 16.67% 13.33% 66.67%
MMS 6.67% 40.00% 30.00% 23.33%
Games 6.67% 53.33% 36.67% 3.33%
Calendar 20.00% 40.00% 30.00% 10.00%
Word
processing 23.33% 40.00% 26.67% 10.00%
Chat 13.33% 26.67% 36.67% 23.33%
Sending
emails 33.33% 20.00% 33.33% 13.33%
Online
services 13.33% 3.33% 63.33% 16.67%
Video
calling 50.00% 30.00% 13.33% 6.67%
Social
networks 20.00% 33.33% 33.33% 13.33%
Dictionary 23.33% 40.00% 26.67% 10.00%
Calculator 0.00% 40.00% 23.33% 36.67%
Notes 20.00% 40.00% 40.00% 0.00%
Table 3. Knowledge on mobile limitations
Mobile limitations Affect Not affect No idea
Need training to use
mobile phone 36.67% 36.67% 23.33%
Need training to use
mobile applications 56.67% 23.33% 16.67%
Unsecure internet
connection 80.00% 13.33% 6.67%
Small screen size 76.67% 13.33% 10.00%
Small Keypad 53.33% 33.33% 13.33%
Limited memory 63.33% 30.00% 6.67%
Limited battery 73.33% 20.00% 6.67%
Slow data
connection 83.33% 3.33% 13.33%
Need more time to
find information 53.33% 26.67% 20.00%
4.6 Knowledge on mobile advantages

Fig 4: Knowledge on mobile advantages
As shown in Figure 4, participants have fair knowledge about
all mobile advantages. In which on demand content (86.67%)
and improve the learning (86.67%) are highly ranked
advantages. Enhance interaction (83.33%) and flexible to use
(83.33%) ranked in next place. Collaborative learning (80%)
and continuous learning support (76.67%) ranked at last. This

International Journal of Computer Applications (0975 – 8887)
Volume 69– No.6, May 2013

37

result shows students have very good knowledge about mobile
advantages.
4.7 Expected mobile services
As shown in Table 4, feedback to teachers (93%) is highly
ranked expected service. Course schedule (87%) and exam
results (87%) are ranked next. Alerts & warnings (80%) got
ranked in third position. All the mobile service expected by
above 50 % of students. This result shows that students are
interested to get the university services via mobile.
Table 4. Expected mobile services
Classification Interested Not

interested No idea

Course
registration 63% 30% 7%
Time table 73% 20% 7%
Academic
calendar 53% 23% 23%
Course weekly
schedule 87% 10% 3%
Alerts &
Warnings 80% 17% 3%
Video lectures 63% 27% 10%
MP3 audio
lectures 60% 37% 3%
Soft copy of
study materials 60% 17% 23%
Exam time
table 70% 27% 3%
Exam results 87% 7% 6%
Feedback to
teachers 93% 3% 4%
4.8 Expectations on m-learning
As shown in Figure 5, 77% of participants expected secure
network connection, 73% of participants expected high speed
data connection and efficient support system. 70%
participants expected special trainings for m-learning. 67% of
participants are expected special Wi-Fi zone for implementing
m-learning. This result shows that almost 72% of students
expected m-learning in their educational environment.

Fig 5: Expectations on m-learning
5. CONCLUSION
Nowadays, m-learning is a rising learning trend and a new
vital platform for the higher education environments. This
study is investigated students’ awareness of m-learning and its
aspects and adaptation of m-learning based on Jazan
University. The findings represented opinions of different

levels of students from academic campus for girls, Jazan. The
results indicated that Jazan University had the required
infrastructure to utilizing m-learning services. Furthermore
the results showed that the students had ample knowledge and
awareness to use such technology in their learning process. It
was also demonstrated that students were quite aware of
mobile technologies which used widely in m-learning
environment. The results indicated that the students’
perceptions of various limitations. The study also found that
the most beneficial aspects and advantages of using mobile
technologies for learning services were to give students an
immediate access to information regardless of place. Students
highly ranked several informative m-learning services. This
study indeed provides unambiguous evidence on the readiness
of students to accept and use m-learning in their educational
environment. This may give a hand in supporting and utilizing
m-learning services in Jazan University. This study is part of
research to investigate adoption and diffusion of m-learning
services among students in the higher educational Institutions.
This study shows only the students’ adaptation, the required
infrastructure and architecture to implement m- learning will
be discussed further.
6. ACKNOWLEDGMENTS

We thank our college dean Dr. Omar Al-Mushayt, and vice-
dean Dr. Saleh Al-Turki for their continuous support and

encouragement and extend our thanks to all our family
members.
7. REFERENCES
[1] Kalloo. V,and Mohan. P, “Correlating questionnaire data
with actual data in a mobile learning study for high

school mathematics”, The electronic journal of e-
learning, Volume 10, Issue 1, (2012) , pp76 -89.

[2] Naji Shukri Alzaza, Abdul Razak Yaakub, “Students’s
mobile information prototype for higher education
environment”, American journal of economics and
business administration, 3(1), (2011), pp81-86
[3] Mohamed Sarab, Laila Elgamal, Hamza Aldabbas,
“Mobile learning and Educational environments”,
International journal of distributed and parallel systems,
Volume 3, No 4, July (2012)
[4] Tanya Elias,”Universal Institutional design principles for
mobile learning”, International review of research in
open and distance learning, volume 12, 2, Feb (2011)
[5] Huseyin Uzunbaylu, Nadarie Cavus, Enric Encag,
“Using mobile learning to increase the environmental
awareness”, Computer &Education, (2009), pp 381-389
[6] Firouz Anaraki, “Assessment of m-learning –A case
study: Assumption University of Thailand”, Fourth
international conference on Elearning for knowledge
based society, Nov 18 -19, (2007), Bangkok, Thailand
[7] John Traxler, “Defining mobile learning”, IADIS –
International conference on mobile learning, (2005)
[8] Guidelines for learning in mobile environment,
MOBIlearn, June (2003)
[9] Maduri Kumari, Vikram Singh, “Mobile Learning: an
emerging learning trend”, Tata Consultancy Services,
India.
[10] Ambient insight comprehensive report: The US Market
for mobile learning products and series: 2010 -2015
Forecast & analysis.

International Journal of Computer Applications (0975 – 8887)
Volume 69– No.6, May 2013

38

AUTHOR’S PROFILE
Fathima Sakeena Narayanasamy
Fathima Sakeena was born in India, on February 24, 1981.
She obtained her B.E degree in Electronics & Communication
Engineering from Bharathidasan University, Tiruchirappalli,
India on 2002. She received her M.Tech degree in
Information Technology from Anna University, Chennai,
India on 2005. Her research interests include mobile
computing; cloud computing, E-learning, M-learning, and
Biometrics and information security. Currently, she is a
lecturer in College of computer science & Information
systems at Jazan University, Saudi Arabia.

Jarina Begum Khan Mohamed
Jarina Begum was born in India, on December 8, 1974. She
obtained her BSc degree in Computer science from Madurai
Kamaraj University, India on 1992. She received her MCA
degree in Computer Applications from Madurai Kamaraj
University, India on 1998. She pursued her M.Phil degree
from Madurai Kamaraj University, India on 2008. Her
research interests include Biometrics, Information security,
cloud computing, E-learning and M-learning. Currently, she is
a lecturer in College of computer science & Information
systems at Jazan University, Saudi Arabia.