{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,9]],"date-time":"2026-04-09T14:38:36Z","timestamp":1775745516402,"version":"3.50.1"},"reference-count":71,"publisher":"MDPI AG","issue":"7","license":[{"start":{"date-parts":[[2023,7,20]],"date-time":"2023-07-20T00:00:00Z","timestamp":1689811200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["MTI"],"abstract":"<jats:p>As technology has explosively and globally revolutionized the teaching and learning processes at educational institutions, enormous and innovative technological developments, along with their tools and applications, have recently invaded the education system. Using mobile learning (m-learning) employs wireless technologies for thinking, communicating, learning, and sharing to disseminate and exchange knowledge. Consequently, assessing the learning attitudes of students toward mobile learning is crucial, as learning attitudes impact their motivation, performance, and beliefs about mobile learning. However, mobile learning seems under-researched and may require additional efforts from researchers, especially in the context of the Middle East. Hence, this study\u2019s contribution is enhancing our knowledge about students\u2019 attitudes towards mobile-based learning. Therefore, the study goal was to investigate m-learning\u2019s effect on the learning attitudes among technology education students. An explanatory sequential mixed approach was utilized to examine the attitudes of 50 students who took an educational technology class. A quasi-experiment was conducted and a phenomenological approach was adopted. Data from the experimental group and the control group were gathered. Focus group discussions with three groups and 25 semi-structured interviews were performed with students who experienced m-learning in their course. ANCOVA was conducted and revealed the impact of m-learning on the attitudes and their components. An inductive and deductive content analysis was conducted. Eleven subthemes stemmed out of three main themes. These subthemes included: personalized learning, visualization of learning motivation, less learning frustration, enhancing participation, learning on familiar devices, and social interaction, which emerged from the data. The researchers recommended that higher education institutions adhere to a set of guiding principles when creating m-learning policies. Additionally, they should customize the m-learning environment with higher levels of interactivity to meet students\u2019 needs and learning styles to improve their attitudes towards m-learning.<\/jats:p>","DOI":"10.3390\/mti7070074","type":"journal-article","created":{"date-parts":[[2023,7,21]],"date-time":"2023-07-21T01:58:38Z","timestamp":1689904718000},"page":"74","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":15,"title":["The Impact of Mobile Learning on Students\u2019 Attitudes towards Learning in an Educational Technology Course"],"prefix":"10.3390","volume":"7","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3457-389X","authenticated-orcid":false,"given":"Reham","family":"Salhab","sequence":"first","affiliation":[{"name":"Faculty of Educational Sceinces, An-Najah National University, Nablus P400, Palestine"},{"name":"Faculty of  Arts and Educational Sciences, Palestine Technical University Kadoorie (PTUK), Tulkarem P.O. Box 7, Palestine"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8207-0250","authenticated-orcid":false,"given":"Wajeeh","family":"Daher","sequence":"additional","affiliation":[{"name":"Faculty of Educational Sceinces, An-Najah National University, Nablus P400, Palestine"},{"name":"Mathematics Department, Al-Qasemi Academic College of Education, Baqa 3010000, Israel"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2023,7,20]]},"reference":[{"key":"ref_1","unstructured":"Traxler, J. (2020). The Oxford Handbook of Mobile Communication and Society, Oxford University Press."},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"127","DOI":"10.3991\/ijim.v13i01.9374","article-title":"Students and Educators Attitudes towards the use of M-Learning: Gender and Smartphone ownership Differences","volume":"13","author":"Alkhoudary","year":"2019","journal-title":"Int. J. Interact. Mob. 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