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Mobile Applications in Education: Implementation Aspects and Impact on Student Competencies Development

Mobile Applications in Education: Implementation Aspects and Impact on Student Competencies Development

Bakyt Arinova, Darya Pyatkina, Valentina Latysheva, Natalia Stroiteleva
Copyright: © 2022 |Volume: 17 |Issue: 1 |Pages: 17
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781799893509|DOI: 10.4018/IJWLTT.305805
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MLA

Arinova, Bakyt, et al. "Mobile Applications in Education: Implementation Aspects and Impact on Student Competencies Development." IJWLTT vol.17, no.1 2022: pp.1-17. http://doi.org/10.4018/IJWLTT.305805

APA

Arinova, B., Pyatkina, D., Latysheva, V., & Stroiteleva, N. (2022). Mobile Applications in Education: Implementation Aspects and Impact on Student Competencies Development. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 17(1), 1-17. http://doi.org/10.4018/IJWLTT.305805

Chicago

Arinova, Bakyt, et al. "Mobile Applications in Education: Implementation Aspects and Impact on Student Competencies Development," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 17, no.1: 1-17. http://doi.org/10.4018/IJWLTT.305805

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Abstract

The purpose of the study is to consider the features of the use of mobile applications for the development of professional competencies, in particular cognitive skills, and their general impact on the effectiveness of learning. There were 845 students from 2 countries participating in the research. The students were divided into two groups: one group was trained in accordance with the curriculum developed based on mobile applications while the curriculum of the second group was not changed. The results of the reinterview showed a significant increase in the cognitive abilities of respondents in Group 1 as 81% of them indicated a strong effect of the use of mobile applications on the development of cognitive skills. The analysis of the results also showed an increase in the students' motivation to use mobile applications as compared to the survey conducted at the first stage the list of professional competencies and percentage changed.