The Effectiveness of a Mobile Learning Environment in Improving Psychological Security in Blind Students

This study aimed to investigate the impact of the Edmodo mobile learning environment on promoting psychological security among university students with visual impairments, at both the undergraduate and postgraduate levels. The researchers employed a combination of descriptive and quasiexperimental methodologies. The primary study sample consisted of 20 visually impaired students from Beni Suef University, divided equally between an experimental group (10 students) and a control group (10 students). To achieve the research objectives, the Psychological Security Scale was utilized and the experimental group received an intervention involving the implementation of a mobile learning environment using Edmodo. The data analysis revealed a statistically significant difference between the experimental and control groups in the postassessment, with the experimental group demonstrating an elevated sense of psychological security. Furthermore, the experimental group showed significant improvements in the pre- and postassessments, favoring the latter, with a standard score of 3.781. No significant differences were observed between the postassessment and the follow-up evaluation of the experimental group, with a standard score of 0.471, indicating the continuous effectiveness of the Edmodo mobile learning environment in enhancing the psychological security of visually impaired university students. This efficacy was sustained even one month after the student's graduation, as evidenced by the follow-up assessment.


Introduction
Individuals with visual impairments are vital members of our society, proving time and again that they can accomplish incredible feats despite their physical challenges.Te 2018 Rights of Persons with Disabilities Act validates their rights to accessible higher education, including the ability to partake in distance learning [1].Technology, especially mobile learning environments enabled via handheld devices, plays a key role, in aiding these visually impaired students to meet several educational objectives.Tese devices provide a convenient way for them to process and distribute knowledge [2].
Visually impaired students have proven adept at using digital media, including smartphones and computers, with the help of screen readers.Tis transition from traditional to digital spaces has signifcantly improved their communication and learning, spotlighting the importance of digital literacy for this group.Te internet ofers them a plethora of services, as guaranteed by the law, including education, employment, banking services, and social media connectivity, necessitating heightened awareness and security against potential cyber threats [3].
However, psychological insecurity is a signifcant challenge faced by the visually impaired demographic, caused by societal attitudes and their disability.Studies suggest that using technology, such as mobile phones and applications, can positively contribute to the psychosocial security of visually impaired individuals.Tus, mobile learning environments ofer a valuable opportunity.Tey provide education and training resources that surpass traditional time, space, or physical constraints.Tis approach can efectively enhance the psychological security and life satisfaction of visually impaired students [4,5].
Te need to take advantage of mobile learning environments is evident to suit a blind student.Opportunities for education and training in the blind's hands create the barriers of time, space, and disability, please him in education, and work to improve his psychological security, a fundamental and infuential component of the lives of the blind.

Problem Statement. Te current research problem stemmed from several sources, including
(1) Field observation: Te researcher noted that many blind students had smartphones they used for a variety of purposes, including communication social networking, digital commerce, entertainment, education, scientifc research, and training, many of whom also relied on mobile phones as an alternative to visible facilities in some of their afairs and life activities Until their daily dependence on those phones became essential, it cannot be overlooked, what some studies have pointed out: [3, [6][7][8].Poor psychosocial security was observed in some of the university's blind students, which was refected in the complaints and sufering of these students and their exposure to attempts to penetrate and fraud in the absence of their sense of sight.(2) Results of previous studies: Tese modern technologies are no longer merely recreational methods used by individuals.In fact, there have been recent tendencies taken by many educational institutions at diferent stages to use these modern technologies to develop their children's skills and abilities.Hence, mobile learning environments have relied on modern techniques that can be used in education and training processes for students in general and blind in particular because of their ability to acquire diferent skills in a faster way, as noted by some recent studies [9,10], which noted the efectiveness of the mobile learning environment in providing students with visual disabilities with some skills and values.Some studies also indicated that the blind did not feel psychosocial from mobile learning environments [11,12], and some of these studies have also suggested the possibility of developing their sense of psychological security by following appropriate interventions and preparing plans and programs to achieve this.(3) Exploratory study: Trough the abovementioned feld observations and the results of previous studies, an exploratory study was done by preparing a simple note card with psychosocial security presented to some students of the research community, and the responses of blind students indicated their poor psychosocial security.Te results of his studies [7,9] refer to the efectiveness of mobile learning environments in developing many of the skills of blind students.On the other hand, many references indicated that there is a lack of psychosocial security among blind people and recommended that their level of psychosocial security be improved.
Tus, the researcher found that blind students are in dire need of improving their psychosocial security through the use of electronic technologies and the development of this use on a scientifc basis so that it becomes a training and educational entity through the design of a learning environment based on mobile learning using the Edmodo platform through which to address the difculties and problems facing traditional learning environments of blind students and investing such modern technological environments in providing attractive educational activities that contribute to improving the psychosocial security of blind students.

Research Questions.
Based on the foregoing, the problem of research has been initiated to answer the following main question: What is the efectiveness of the mobile learning environment in improving the psychosocial security of students blind to university education (undergraduate and postgraduate)?
Te following subquestions emerged from the chairman's question: (1) What are the diferences between the average grades of the members of the experimental and control groups in the dimensional measurement on the psychosecurity scale (dimensions and overall grade)?(2) What are the diferences between the average grades of the experimental group in tribal and postmetric measurements on the psychosecurity scale (dimensions and overall grade)?(3) What are the diferences between the average grades of the experimental group in dimensional and tracking measurements on the psychosecurity scale (dimensions and overall grade)?

Research Objectives.
Te research aims at improving the psychosocial security of students blind to university education (undergraduate and postgraduate) through (1) Detection of diferences between the average grades of the members of the experimental and control groups in the dimensional measurement on the psychosecurity scale (dimensions and overall grade).( 2) Detection of diferences between the averages of the grades of the experimental group in tribal and postgraduate measurements on the scale of psychosecurity (dimensions and overall grade).
(3) Detection of diferences between the average grades of the experimental group in dimensional and tracking measurements on the psychosecurity scale (dimensions and overall grade).
Tis research holds both theoretical and practical signifcance.Teoretically, it addresses the academic needs of visually impaired students, a notably under-researched group in higher education, and aims to ensure their right to psychological security, a common area of concern for individuals with visual impairments.It also flls a gap in studies on the impact of mobile learning environments on the psychosocial well-being of these students.Practically, the study presents an educational model using the Edmodo platform to create an accessible mobile learning environment for visually impaired students, enhancing their skills and supporting their rights as outlined in the Rights of Persons with Disabilities Act No. 10 of 2018.
Tis research focuses on the psychosocial impact of mobile learning via Edmodo for blind university students, involving 20 participants from Beni Suef University.It was conducted in the second semester of the 2021-2022 academic year across various colleges.Operational defnitions within the study include the mobile learning environment as an online educational space using Edmodo, compatible with speech programs for accessibility.Psychosocial security is defned as feelings of safety and comfort measured by a student's score on a psychosocial security scale.Blind students are defned as those with signifcant vision impairment enrolled in undergraduate or graduate degrees at Beni Suef University, without additional disabilities.

Teoretical Framework and Previous Studies.
Te theoretical framework included four axes, which are dealt with in some detail as follows.
2.1.1.First Axis: Visual Disability.According to the World Health Organization, a person is considered blind if their vision is less than 3/60 meters, meaning they can only perceive what a person with normal vision can see at 60 meters when they are only 3 meters away.Globally, about 2.2 billion people sufer from visual impairments [13], and in Egypt, 4.73% of the population has visual disabilities [14].
Blind individuals may face various challenges, including limited mobility and the need to exert more energy to perceive their environment, which may lead to feelings of insecurity and difculty in social adaptation.Despite these challenges, many visually impaired individuals pursue higher education, supported by laws ensuring their right to education [15].
Te use of supportive educational and technological programs has been crucial in helping visually impaired people adapt to the digital world and maintain psychological security [11].Terefore, continuous development of these resources is essential to ensure they can lead fulflling lives.
Visual impairment encompasses a spectrum of conditions afecting sight, ranging from minor issues like squinting to complete blindness [16].Globally, visual impairment poses a signifcant challenge, with approximately 2.2 billion individuals afected to varying degrees, including 1 billion who are blind [17].Among the elderly population in China, the prevalence of visual impairment is 8.10%, with 1.97% experiencing both visual and hearing impairments concurrently [18].However, accurately assessing visual impairment presents difculties, particularly in cases where visual acuity remains intact but visual felds are limited.Tis underscores the necessity for comprehensive guidelines that address both aspects when certifying disabilities.In conditions such as Neuromyelitis Optica Spectrum Disorder (NMOSD), visual impairment can arise from acute attacks of optic neuritis, underscoring the importance of prognostic models for predicting and managing the risks associated with visual impairment [19].

Second Axis: Mobile Learning Environments.
Mobile learning, a form of e-learning, is facilitated by wireless devices like mobile phones and tablets [20].It is a fexible and interactive mode of education that transcends time and space [21].Key characteristics include mobility, adaptability, and availability [22].Mobile learning promotes student-centered processes, enhances interactions, and provides lifelong learning opportunities [23].Various strategies support mobile learning, including Attitudinal Learning Environments Strategies, Mobile Participatory Learning Methods, and Virtual Community of Practice [24].Importantly, mobile learning has been instrumental for the visually impaired, ofering nontraditional learning environments and helping them perform daily tasks with ease [25].Blind use for mobile phone applications: [7] an analysis of a series of lessons on the use of blind people for mobile applications and classifed them into seven themes.
Accessibility in mobile apps is crucial for blind users to ensure equal usability.Blind individuals utilize mobile apps to support their independence in daily activities and learning, with tools like Braille-based applications.Auxiliary devices like screen readers and wearables help them overcome challenges and enhance their quality of life.However, they face difculties with limited gesture mobility and require familiar gestures for technologies like speech interaction on touchscreens.Screen layout also presents challenges, as blind users may struggle with identifying and interacting with elements on touch interfaces, leading to accidental touches and incorrect patterns.Voice guidance is Scientifca essential for their daily interaction with apps, providing auditory cues.Lastly, navigation is a signifcant issue, especially with complex graphical interfaces, and solutions like sound-based guidance, digital maps, image sonication, and multimodal outputs like sound and vibration are recommended to improve their mobility.In the research provided, mobile learning environments are explored for their ability to provide varied learning opportunities through the use of mobile technologies [26].Tese environments involve the creation of scenarios, the generation of learning materials, and their distribution via devices such as smartphones and tablets [27].Tey empower learners to partake in creative tasks, social interactions, and content management regardless of time or location [28].When designing mobile learning applications for educational purposes, future developers must address specifc challenges [29].In essence, mobile learning environments harness technology to support learning across formal, informal, and nonformal settings, highlighting the importance of seamless access to knowledge and interactive learning experiences.

Tird Axis: Edmodo Educational Platform.
Edmodo, launched in 2008 by Nick Borg and Jef O'Hara, is a prominent social learning platform often referred to as the "Facebook for Education."It provides a secure, user-friendly environment for teachers, students, and parents to interact and engage in the educational process [30].Te platform is free and facilitates global communication, classroom management, and content sharing, similar to social networks like Facebook and Twitter [31].It ofers a digital learning space that enhances participation and skill acquisition and transcends geographical and temporal barriers.Edmodo combines features of e-content management systems with social networking, ofering tools such as a grading system, an archive system, and app integration.Its interface is intuitive, resembling Facebook, which simplifes use for students.Teachers can create virtual classrooms, conduct discussions, exchange fles, and communicate with parents about student performance.Edmodo has transformed education by supporting online collaboration and has been particularly efective in medical instruction [32,33].Research suggests that it improves student engagement, promotes responsible learning, and positively impacts academic performance and attitudes, particularly in science.It also aids in assessing reading comprehension, reducing cheating, and encouraging independent student work [34].

Fourth Axis: Psychological Security.
Psychosocial security is a vital concept in positive psychology, integral to an individual's personality and mental health [35].It refects the quality of relationships within the family, which can either contribute to or detract from a child or adolescent's sense of psychological security [36,37].Recognized by Maslow as a fundamental human need, psychosocial security is associated with feelings of happiness, satisfaction, and safety and is essential from birth through all life stages.For blind individuals, psychosocial security is particularly crucial, as societal attitudes and limited early experiences can adversely afect their psychological well-being, potentially leading to antisocial behavior and psychological issues.Psychosocial security infuences educational achievement, intellectual development, and social attitudes like tolerance and acceptance.Conversely, insecurity can manifest as negative emotions and psychosomatic symptoms [38,39].A supportive family environment can signifcantly bolster the psychosocial security of blind individuals.In educational settings, ensuring psychological security for students with disabilities is key to their success [40,41].Factors such as personal safety, social inclusion, emotional well-being, and selfesteem are critical to their psychological security [42].Training in social skills and efective communication can enhance psychosocial security for blind students, highlighting the importance of addressing these needs for their overall welfare and academic achievement [43].Table 1 represents the recent Studies on Mobile Learning Environments for Individuals with Visual Disabilities.

Educational Teories Guiding Current Research.
Te current research is underpinned by educational theories that highlight the signifcance of engaging in activities for fostering learner positivity, active participation, and the pursuit of knowledge.Tese theories support the use of a mobile learning environment to build constructive and meaningful experiences [48,49].
Key theories guiding the research include (3) Active learning theory: Tis suggests that e-activity is a system with interrelated components that evolve, especially with advancements in the Internet and communications.It encourages learner participation and innovation in activities [52].
Te researcher utilizes these theories to create diverse electronic activities within the mobile learning environment.Tese activities are designed to cater to the varied learning styles of blind students, stimulate mental processes, aid in knowledge retention, and ensure students can recall information efectively in diferent educational contexts.Guidance is provided to enable students to perform these activities efciently.and the total score) during the initial assessment will be signifcantly higher than those of the control group.(2) Te experimental group's average scores on the psychosocial security scale will show signifcant improvement when comparing the initial assessment to the subsequent assessment, with the latter scores expected to be higher.(3) Tere will be no signifcant diference in the average scores of the experimental group on the psychosocial security scale when comparing the subsequent assessment to the follow-up assessment, indicating stability across all aspects and the total score.

Research Curriculum and Sample Size.
Te research employed a descriptive approach to characterize and assess the psychosocial security among visually impaired university students, both at undergraduate and postgraduate levels.Additionally, a quasiexperimental design was used to examine the efect of the independent variable, which is the "Mobile learning environment using the Edmodo educational platform," on the dependent variable "psychosocial security."Tis involved pretesting both the experimental and control groups, ensuring they were comparable, and then implementing the educational design through the mobile learning environment with the Edmodo platform for the experimental group.Te outcomes were measured by comparing the scores of the experimental and control groups before and after the intervention and by evaluating the experimental group's scores one month after the intervention to assess the lasting impact of the mobile learning environment.
Te original community of research ( 49) is a blind student (male and female) at Beni Suef University in the following colleges: Arts, Science with Special Needs, Media, Alson, and Law, of whom (39) are students and undergraduate students (bachelor's degree and license), and (10) are postgraduate students who are blind (public diploma-private diploma master's degree-doctorate).Table 2 shows the demographic characteristics of the research community.
A sample of 25 students from the current research community was selected to verify the psychometric characteristics of the research tools; (21) of them are students blind to various undergraduate teams (bachelor's degree), as well as (4) graduate students blind to Beni Suef University.
Basic sample: Te basic research sample consisted of 20 students and blind students; of them, 15 were students of various bachelor's and bachelor's degree groups, 5 were students blind to graduate studies at Beni Suef University and divided into two groups; a control group of (10) students, an experimental group of (10) students, and Table 1 show the distribution of the research sample.

Te Research Sample Characteristics
(1) Blind students enrolled in various undergraduate teams (bachelor's degree and bachelor's degree), as well as blind students enrolled in postgraduate studies (public diploma, private diploma, master's degree, doctorate) at Beni Suef University colleges for the university year 2021-2022.To ensure participants met the World Health Organization's criteria for blindness, which is vision less than 3/60, we checked their medical records and obtained confrmations from certifed ophthalmologists to verify their eligibility.(2) Blind students have no total sight and no other disabilities.
(3) Blind students with smart mobile phones with technological expertise in handling mobile phones and applications.
Tose specifcations were available in the current sample of research after the exclusion of those who did not meet those specifcations, who were (4) students; (2) of them have poor eyesight, (2) have no technological expertise, and do not have mobile smartphones; thus, the basic sample of the current research consisted of (20) blind students.

Te Average Age of the Search Sample.
Te quasiexperimental design (two sets) was selected where the research contains two groups (control and experimental) with tribal and postgraduate measurement.Each group was composed of 10 students with blind university education as shown in Table 3. Table 4 shows the parity between the groups (experimental and control) of time and age.
As shown in Table 4, (1) X: Tey were exposed to the mobile learning environment through the Edmodo platform (2) Y: Tey were exposed to the measure (tribal and remote) of psychosocial security

Parity between the Two Groups (Experimental and Control
). Table 5 presents a comparative analysis of the experimental and control groups, focusing on the parity between the two in terms of age and time.Te table includes detailed statistics such as the number of participants (N), arithmetic average, standard deviation, average grades, and total grades for each group.Additionally, it provides the results of statistical tests with values for "u" and "z," as well as the indicative level, which helps in understanding the signifcance of the diferences observed between the experimental group and the control group.Tis comprehensive overview allows for a clear comparison of the two groups' characteristics and outcomes within the context of the study.Table 5 reveals that there are no signifcant statistical diferences in the average grades of the experimental and control groups over their lifetimes.Tis demonstrates that the two groups were equivalent at the baseline measurement, setting the stage for a valid systematic intervention.

Scientifca
Similarly, as shown in the previous table, the lack of signifcant diferences in the lifetime average grades between the experimental and control groups confrms their equivalence in the baseline measurement, ensuring a proper foundation for the systematic intervention.Table 6 further illustrates this equivalence between the two groups in terms of psychosocial security.
As shown in Table 6, there are no statistically signifcant diferences between the grading averages of the experimental and control groups in psychosocial security.Tis indicates their parity in tribal application, thus paving the way for the correct systematic application.

Measurement Tools. First: Psychosecurity Measure (Emotional Reassurance) Preparation [53]:
Te objective of this measure is to be used as a codifed objective tool in diagnosing psychological security (emotional reassurance) for many diverse clinical groups in both health and disease and the feld of persons with disabilities, as well as in psychological and educational research, at all stages of an individual's life cycle from late childhood to old age.
Metric description: Scale items are distributed over four main axes: (1) Psychosocial security associated with an individual's composition and vision for the future (14 items) (2) Psychosocial security associated with an individual's public and practical life (18 items) (3) Psychosocial security associated with an individual's mood (10 items) (4) Psychosocial security associated with one's social relations and social interaction (12 items) Te scale in question consists of 54 items designed to evaluate an individual's psychosocial security.Respondents indicate their level of agreement with each statement using a four-point scale (strongly agree, agree, disagree, strongly disagree).Scoring is diferentiated between items 1-19, which are positively oriented towards psychosocial security, and items 20-54, which are negatively oriented.Te total possible score ranges from 0 to 162, with various levels of psychosocial security defned within this range.Te scale's reliability was established through various methods, including correlation with a similar scale, internal consistency, and test-retest reliability, yielding high coefcients that confrm its stability and usability.Additionally, the scale's validity was supported by its application to a sample of university students, including a specifc validation for use with blind university students.Te internal consistency was further examined by correlating each item's score with the total score of its dimension, with results indicating high correlation coefcients, as shown in Table 7.
Pearson coefcients are calculated between the psychosocial dimensions of blind students on the one hand and each dimension of the scale's overall degree on the other; Table 8 shows the psychosecurity scale associations' matrix.
Table 8 indicates that all correlation values are signifcant at the 0.01 level, which confrms the internal consistency of the measure.

Scale Stability.
Te stability of the psychosecurity measure in blind students was calculated by applying the measure and reapplying it at an interval of two weeks on the psychometric verifcation sample, and the correlations between the sample scores were calculated using the Pearson coefcient (Pearson), and all correlations factors of scale dimensions were a function of (0.01) indicating that the scale gives roughly the same results if used more than once under similar circumstances as shown in Table 9.
Table 9 presents a statistically signifcant correlation between the initial and subsequent applications of the psychosocial security scale's dimensions and its total score.Tis fnding underscores the scale's stability and validates the use of the psychosocial security measure for individuals with visual impairments, confrming its efectiveness in assessing the intended trait.

Alpha-Cronbach Modulus Method.
Te calculation of the MSM persistence factor involved assessing the Alpha-Cronbach coefcient for each dimension of the scale.All  10.
Table 10 shows that stabilization factors are acceptable, giving a good indicator of scale stability, and therefore can be applied.

Tird: Proposed Scenario of Quasiexperimental Treatment Material
(1) Edmodo Platform.We chose the Edmodo platform for the study after assessing various educational platforms, considering their pros and cons, and the specifc needs of blind university students.Edmodo was found to provide many necessary features for these students.Blind students in the trial group were assisted in setting up their Edmodo accounts.Te ADDIE model, known for its fexibility and relevance, was used for educational design in the research, encompassing fve stages: Analysis, Design, Development, Implementation, and Evaluation. Figure 1 illustrates the sequential steps of the quasiexperimental processing model in the form of a general fowchart.
(1) Te analysis phase involved identifying the problems and needs of blind students, setting general objectives, analyzing the characteristics and needs of the research group, and identifying obstacles or limitations.Notably, the primary objective was to improve blind students' psychosocial and digital security through designing an appropriate electronic environment for them.(2) In the design phase, the researcher formulated educational objectives, designed interactions and feedback, constructed the general structure of the processing material, and designed the measurement tools.
(3) Te construction phase concerned the production of the educational content and the processing material necessary for enhancing the research group's psychosocial security.Te content was created and presented through the Edmodo platform.Tis material was subjected to a preliminary trial with an exploratory group.(4) Te implementation phase encompassed the preliminary experimentation with the processing material and the fnal usage of this material.Two measurement tools were used, and their application prestudy and poststudy allowed for efcient data analysis.( 5) Te evaluation phase assessed the performance of the blind students within the mobile learning environment through tasks, data observation, statistical treatment, and results' interpretation.
Various statistical methods were employed, including calculations of percentages, averages, and standard deviation, the Mann-Whitney test, and the Wilcoxon test.Furthermore, confrmatory factor analysis was executed using the statistical program AMOS 26.

Results and Discussion
Verifcation of the results of the frst imposition: Te assumption states that "there are statistically signifcant diferences between the average grades of the members of the experimental and control groups in the dimensional measurement of the psychosecurity scale (dimensions and overall grade) in favor of the experimental group."To test the validity of this assignment, Mann's test was used.Table 11 shows the results of this assignment.
As indicated in Table 11, there are holistically signifcant diferences at a signifcance level of 0.01 between the average grades of the experimental and control groups in the psychosocial security scale dimensions.Te experimental group has statistically higher grades, validating the fourth proposition.Tis can be attributed to the lower level of psychosocial security in the control group's students.Te lack of sight signifcantly contributes to their sense of insecurity.
Sight is crucial for recognizing potential dangers in one's environment, as indicated in a statement by the Prophet Muhammad, emphasizing sight's protective function.In addition to this, blind students face unique challenges impacting their psychosocial security.Te necessity to rely heavily on assistive facilities in academia often leads to feelings of insecurity.Moreover, they need to adapt to digital advancements in educational institutions, which can be particularly challenging in the university context.Te requirement for daily interaction with technological media further compounds their sense of insecurity if they struggle to efciently navigate these platforms.As a result, the control group appears disadvantaged in the psychosocial security scale due to not being exposed to the mobile learning environment, as evident in Figure 2.
Figure 2 illustrates that the students from the experimental group displayed heightened levels of psychosocial security when compared to the control group, noted after the program's application.

Analysis
Analyzed the problems and needs of blind students, setting objectives to enhance their psychosocial and digital security.
Created and presented educational content on the Edmodo platform, conducting a preliminary trial with an exploratory group.

Evaluation
Assessed students' performance in the mobile learning environment using tasks, data observation, statistical analysis, and results interpretation.
Conducted preliminary and fnal trials of the materials, applying measurement tools before and afer the study for data analysis.Te proposition alleged that "signifcant statistical differences exist between the average grades of the experimental group in pre-and postmeasurements on the psychosocial security scale in favor of the postmeasurements."Te accuracy of this proposition was tested using the Wilcoxon "W" test, and the outcomes are showcased in Table 12.

Implementation
Table 12 indicates statistically signifcant diferences at a 0.01 level between the pilot group students' pretest and posttest scores on aspects of the psychosocial security scale.Te posttest scores are signifcantly higher, validating the ffth imposition.Tis fnding aligns with Wally's 2020 study, showing a statistical diference between pretest and posttest tool application results, with postapplication testing showing higher efectiveness.Tis demonstrates the proposed mobile learning environment's efciency, supporting motivation to learn using mobile technology.Recent studies in [54] confrm the mobile learning environment's efectiveness in providing blind students with specifc skills and values.Te improved psychosocial security marks among the pilot group students can be attributed to their exposure to the mobile learning environment.Tis improvement is noticed in their composition and future outlook, public and practical life, mood, social interactions, and relationships.Further gives credence to these results, showing a clear correlation between blind students' use of technology and their enhanced sense of psychological security, as depicted in Figure 3.
Figure 3 illustrates the noticeably elevated levels of psychosocial security in the experimental group's posttest measurement compared to their pretest scores.
For validating the results of the third imposition, stating "no statistically signifcant diferences exist between the average scores of the experimental group in the posttest and follow-up measurements on the psychosocial security scale (dimensions and overall grade)," the Wilcoxon "W" test was applied.Te results of this imposition can be seen in Table 13.
It is clear from the previous table that there are no statistically signifcant diferences between the average grades of the experimental group members in dimensional and tracking measurements on the psychosecurity scale of blind students, i.e., there is a convergence between the average grades of the experimental group members in dimensional and tracking measurements on the psychosecurity scale of blind students and this validates the sixth imposition.
Te study found that a mobile learning environment created through the Edmodo platform had a lasting and signifcant efect on improving the psychosocial security of blind university students.Tis was not a temporary improvement; the environment was systematically designed to   14 Scientifca ensure long-term benefts in enhancing psychosocial security, a crucial aspect of personality for blind individuals.Key features of this mobile learning environment included a variety of engaging digital content tailored to the needs of blind students, with a focus on auditory elements to accommodate their visual impairment.Te environment supported unique educational elements such as accessibility, electronic access, repetition, and interactive discussions, along with feedback mechanisms to monitor students' progress in psychosocial security.Te enduring positive impact of this mobile learning environment on the psychosocial security of the blind students in the study was evident and documented in the research.Figure 4 illustrates the intermediate dimensional and tracking measurements obtained in the experimental group using the psychosecurity scale.It is clear from the previous fgure that there are no statistically signifcant diferences in the psychosocial scores of students blind to the experimental group, indicating that the impact of the mobile learning environment remains with the experimental group, and given the previous fndings, it is clear that the results of the current research can be disseminated to improve the psychosocial security of students blind to university education.

Limitations
Tis research, while pioneering in its eforts to enhance the digital and psychosocial security of blind university students using the Edmodo educational platform, encounters several limitations.Te study's methodology, which combined descriptive and quasiexperimental approaches, was applied to a small sample size of 49 students from Beni Suef University.Tis small cohort may not adequately represent the broader population of blind students in higher education, thus limiting the generalizability of the fndings.Additionally, the diversity of the student's academic disciplines introduces a level of variability that could infuence the results.Te research tools, including the Psychosecurity Measure, were originally designed for a broad spectrum of clinical and nonclinical groups and might not be entirely suitable for addressing the specifc challenges and needs of the blind student demographic.Te study's reliance on the Edmodo platform presupposes that all students have equal access to and are equally adept at using such technologies, which may not be the case in reality.Moreover, potential biases inherent in the research design, data collection, or analysis could have afected the outcomes.Tese factors underscore the necessity for further, more extensive research that would involve larger and more diverse samples to confrm the fndings and recommendations of this study.Future research should also aim to address these potential biases and explore the efectiveness of mobile learning environments in reducing future anxiety and aiding in the vocational rehabilitation of blind students, ensuring that the benefts of such educational interventions can be extended to a wider audience with greater confdence.

Conclusions and Future Work
Tis research utilized a descriptive curriculum to determine the psychosocial security to be enhanced among blind university students.A quasiexperimental curriculum was employed to verify the impact of the independent variable "Mobile learning environment using Edmodo educational platform in afliate variant" psychosocial security.Te research was conducted on a sample of 49 blind students at Beni Suef University, with a focus on students from various colleges including Arts, Science with Special Needs, Media, Alson, and Law.Te study also highlighted the demographics of these students and the various degrees they were pursuing.Te research tools used in the study included a Psychosecurity Measure (Emotional Reassurance) Preparation, which was designed to diagnose psychological security for many diverse clinical groups in both health and disease, as well as in psychological and educational research.Te Edmodo platform was also utilized as a free social education platform for teachers and students, with the potential for use by blind students.Te goal of the research was to improve the digital and psychosocial security of blind university students, using the Edmodo platform to design a mobile learning environment.Te results of the study were analyzed, and the psychosocial security of students was evaluated based on various aspects including their composition and vision for the future, their public and practical life, their mood, and their social relations and interactions.Tis research represents a signifcant step towards improving the digital and psychosocial security of blind students in higher education settings.Te use of platforms like Edmodo not only facilitates learning but also provides a supportive environment for these students to interact and engage with their peers and educators.Te fndings of this study can be used as a basis for future research in this feld, with a focus on further enhancing the digital and psychosocial security of blind students in higher education.Te researcher suggests some research that needs further study: (1) Mobile learning environments and their impact on improving the psychosocial security of blind students (2) Te impact of mobile learning environments on reducing future anxiety in blind students (3) Te role of mobile learning environments in the vocational rehabilitation of blind students

( 1 )
Constructive theory: Tis posits that learners actively construct their knowledge and understanding, integrating new information with what they already know.It emphasizes understanding, application, thinking, and analysis over mere memorization and repetition[50].(2)Cognitive theory: Tis centers on the learner's active participation and considers individual learning styles and cognitive processes.It focuses on how knowledge is stored and retrieved in the learner's memory[51].

7 :
Correlation factors between individual grades and the overall degree of their dimension.Function at an indicative level of 0.01; * * Function at an indicative level of 0.05. 10 Scientifca
composition and vision for the future Experimental Individual's composition and vision for the future Officer Individual's public and practical life Experimental Individual's public and practical life Officer Individual's mood Experimental

Figure 2 :
Figure 2: Intermediate scores of experimental and control groups on the psychosecurity scale.

Figure 3 :
Figure 3: Average scores of tribal and postgraduate measurements in the experimental group on the psychosecurity scale.
composition and vision for the future Tribal Individual's composition and vision for the future Al-Baadi Individual's public and practical life Tribal Individual's public and practical life Al-Baadi Individual's mood Tribal Individual's mood Al-Baadi Social relations and social interaction of the individual Tribal Social relations and social interaction of the individual Al-Baadi College Degree Tribal College Degree Al-Baadi

Figure 4 :
Figure 4: Intermediate dimensional and tracking measurements in the experimental group on the psychosecurity scale.

Table 1 :
Recent studies on mobile learning environments for individuals with visual disabilities.
2.1.6.Research Assumptions.Drawing from theoretical foundations and previous research, the study proposed the following hypotheses: 4 Scientifca

Table 2 :
Te demographic characteristics of the research community.

Table 3 :
Average age of the search sample.

Table 5 :
Parity between groups (experimental and control) of time age.

Table 6 :
Parity between the two groups (experimental and control) in psychosocial security.

Table 9 :
Psychosecurity scale stabilizers using the application method and reapplication.

Table 11 :
Mann-Whitney test results and Z value indicating diferences in average scores of dimensional measurement between experimental and control groups on the psychosecurity scale.

Table 12 :
Wilcoxon test results and Z value indicating diferences in average scores of tribal and postmeasurements in the experimental group on the psychosecurity scale.

Table 13 :
Wilcoxon test results and Z value indicating diferences in average scores of dimensional and tracking measurements in the experimental group on the psychosecurity scale.