Exploring the Effect of PBL Course Using Mobile Application on Learners’ Self-Directed Learning

The purpose of this study was to explore the effects of problem-based learning (PBL) and a mobile application on self-directed learning and learner recognition in a college course. To achieve this, the study reviewed the literature and case studies on mobile technology and problem-based learning, identifying directions and strategies for course design, including three stages of using a mobile application to enhance interaction and communication. This approach was implemented in the class over the course of a semester. The results revealed that the course effectively promoted self-directed learning among learners. Additionally, a qualitative analysis of learners' experiences with the PBL course using the mobile application highlighted the need for efficient and highly accessible IT learning tools. It also indicated that individual data exploration and integration can be quite challenging. Therefore, it is essential to select and utilize appropriate IT learning tools and provide AI literacy training to enhance the technological capabilities of both learners and instructors. This will facilitate the use of various applications to boost learner participation, motivation, and interaction, thereby improving the effectiveness of classes that employ mobile applications based on PBL.