CONCLUSIONS
From the observation of this research, the participants had little experience of using mobile devices in
performing learning. It has been found that using mobile devices to perform ubiquitous learning is much
dependent on individuals. Learning is much depending on the individual’s preference, interest and selfmotivation.
Participants perceived that ubiquitous learning is more towards informal learning, which is much
depend on the participant’s interest. From the findings, it has been shown that female participants are more
active in using mobile devices in performing learning based on their interest compared to male participants. Male
participant is more depend on teacher or instructor in performing learning. On the other hand, female participants
are much independent when the learning tasks are related to their interest.
Besides, mobile devices do not only support informal learning especially learning based on individual’s interest
but they are also used to support formal learning such as performing school project and finding extra information
about the subject in order to get more clarification in the study. Teenagers can look for other alternatives as the
source of information. However, the disadvantages of using mobile devices were the screen size of the mobile
devices is small and the learners are easily distracted by the features embedded in the mobile devices especially
games and social network site. The learners are unable to concentrate on their learning tasks.
The initial method used by teenagers to learn is to look for information from the YouTube, Wikipedia and
Google search. Teenagers preferred to use any of these three websites to obtain the knowledge of information
after that they only proceed further with the learning. Moreover, it has been found that, learning fact, language
and skills using mobile devices are the most preferred activities by the teenagers. By learning through mobile
devices based on teenagers’ interest, it increases the interest of learning among the teenagers.
The result of this study suggested that self-interest, determination, motivation are the key factors that make the
ubiquitous learning successful. Learner’ passionate and determination will help them overcome all the
difficulties encountered during their learning process using mobile devices. It is easier for an active learner to
perform ubiquitous learning due to their passionate and determination. Passive learner needs more positive
learning experience to encourage and convince them in performing the learning using their mobile devices.
RECOMMENDATIONS
The design of the mobile devices especially the screen size will be one of the factors that need to take into
consideration when designing the learning material. Besides, the easiness of obtaining the content of knowledge
must also take into consideration as the teenagers are concern about the speed and the simplicity. The teenagers
may not want to explore further if the knowledge of content is complicated and hard to obtain. As suggested by
Al-Fahad (2009), people can learn more effectively if the information is broken down into simple and easy to
comprehend form. Besides, by embedding the knowledge of content into the games, it may increase the interest
of the teenagers to learn. In addition, the knowledge content must be simple and shorter rather than complicated
and lengthy. Besides, it will add value to the learning experience if the content is easily accessed and shared. On
the other hand, since teenagers can easily get an access into the open resources and content, the validation of the
data and information should have a scalable evaluation before they publish online.
Research in the area of integrating mobile devices into ubiquitous learning is relatively new. More research is
needed in the future in order to obtain deeper understanding in the field of ubiquitous learning. A continuation of
this research using different community could add more details and create new inputs to the study. Besides,
research could also focus on examining the factors of integrating the mobile devices into ubiquitous learning by
the teenagers or to study the behavior change of the teenagers after using mobile learning.
ACKNOWLEDGEMENTS
Thanks to my main supervisor, Dr. Zarina Samsudin for guiding and inspiring me with many ideas from the
beginning until the end of the study. Thanks to Dr. Balakrishnan Muniandy for reviewing and commenting on
drafts of this paper. Thanks to Dr. Mariam Mohamad for brainstorming me on the mobile learning issues and
guide me on the way of conducting qualitative study. Last but not least, thanks to the participants that took part
in the study.
REFERENCES
Al-Fahad, Fahad N.