Author(s): Valeria Julien*
In the digital age, the integration of mobile technologies into education has reshaped the way we learn, transforming traditional classrooms into dynamic and flexible learning environments. This review article delves into a comprehensive study that delves deep into the realms of academic performance and social presence in the context of mobile-first learning. By exploring the findings and implications of this study, we gain valuable insights into the evolving landscape of education and its intersection with mobile technology. The ubiquity of mobile technologies has sparked interest in their potential impact. However, current research predominantly concentrates on adults, neglecting the younger demographic that is more profoundly immersed in mobile technologies. To bridge this gap, this study introduces a specialized instructional design, integrating the widely used application Duolingo into English classes, to explore the ramifications of mobile technologies on the academic performance and social presence of high school students in their initial years. Conducted within a private school where English is mandatory, the research adopts a mixed-method approach, with quantitative and qualitative facets. Data collection comprises a needs analysis, a standardized English test (KET), a social presence scale and follow-up interviews. Participants were selected using purposive sampling, 16 students each for the experimental and control groups. Semi-structured interviews were conducted with eight voluntary participants.
The Journal of International Social Research received 8982 citations as per Google Scholar report
