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cell phone use</title> <meta name="description" content="Search results for: learner’s cell phone use"> <meta name="keywords" content="learner’s cell phone use"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="learner’s cell phone use"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4402</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: learner’s cell phone use</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4402</span> Parental Monitoring of Learners’ Cell Phone Use in the Eastern Cape, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melikhaya%20Skhephe">Melikhaya Skhephe</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Mawuli%20Kwasi%20Boadzo"> Robert Mawuli Kwasi Boadzo</a>, <a href="https://publications.waset.org/abstracts/search?q=Zanoxolo%20Berington%20Gobingca"> Zanoxolo Berington Gobingca</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study sought to examine parental monitoring of learners’ cell phone use in the Eastern Cape, South Africa. To this end, the researchers employed a quantitative approach. Data were obtained through questionnaires, with a sample of 15 parents having been purposively selected. The findings revealed that parents are unaware that they have to monitor the learner’s cell phone. Another finding was that parents in the 21-century did not support the use of mobile phones in education. The researchers recommend that parent’s discussion forums be created to educate parents on how a cell phone can be used in education. Cellphone companies need to be encouraged to educate parents on how they monitor cell phones used by learners. Another recommendation was that network providers need to restrict access to searching on the internet according to age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=parental%20monitoring" title="parental monitoring">parental monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=app%20blocking%20services" title=" app blocking services"> app blocking services</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%E2%80%99s%20cell%20phone%20use" title=" learner’s cell phone use"> learner’s cell phone use</a>, <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title=" cell phone"> cell phone</a> </p> <a href="https://publications.waset.org/abstracts/130742/parental-monitoring-of-learners-cell-phone-use-in-the-eastern-cape-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130742.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4401</span> Accidents and Close Call Situations Due to Cell Phone Use While Moving, Driving, and Working</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Korpinen">L. Korpinen</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20P%C3%A4%C3%A4kk%C3%B6nen"> R. Pääkkönen</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Gobba"> F. Gobba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Accidents and close call situations involving cell phones are nowadays possible. The objective of this study was to investigate the accidents and close call situations due to cell phone use while moving, driving, and working among Finns aged between 18 and 65. This work is part of a large cross-sectional study that was carried out on 15,000 working-age Finns. About 26% of people who had an accident, and about half of the people including close call situation with the mobile phone, answered that use of the phone influenced. In the future, it is important to take into account that the use of a mobile phone can be distracting while driving. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blue-collar%20workers" title="blue-collar workers">blue-collar workers</a>, <a href="https://publications.waset.org/abstracts/search?q=accident" title=" accident"> accident</a>, <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title=" cell phone"> cell phone</a>, <a href="https://publications.waset.org/abstracts/search?q=close%20call%20situation" title=" close call situation"> close call situation</a> </p> <a href="https://publications.waset.org/abstracts/53339/accidents-and-close-call-situations-due-to-cell-phone-use-while-moving-driving-and-working" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53339.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">307</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4400</span> Measuring Student Teachers' Attitude and Intention toward Cell-Phone Use for Learning in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shittu%20Ahmed%20Tajudeen">Shittu Ahmed Tajudeen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines student-teachers’ attitude and intention towards cell-phone use for learning. The study involves one hundred and ninety (190) trainee teachers in one of the Institutes of Education in Nigeria. The data of the study was collected through a questionnaire on a rating of seven point likert-type Scale. The data collected was used to test the hypothesized model of the study using Structural Equation Modeling approach. The finding of the study revealed that Perceived Usefulness (PU), Perceived Ease of Use (PEU), Subjective Norm (SN) and Attitude significantly influence students’ intention towards adoption of cell-phone for learning. The study showed that perceived ease of use stands to be the strongest predictor of cell-phone use. The model of the study exhibits a good-fit with the data and provides an explanation on student- teachers’ attitude and intention towards cell-phone for learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell-phone" title="cell-phone">cell-phone</a>, <a href="https://publications.waset.org/abstracts/search?q=adoption" title=" adoption"> adoption</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20equation%20modeling" title=" structural equation modeling"> structural equation modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20acceptance%20model" title=" technology acceptance model"> technology acceptance model</a> </p> <a href="https://publications.waset.org/abstracts/21982/measuring-student-teachers-attitude-and-intention-toward-cell-phone-use-for-learning-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21982.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">453</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4399</span> Effects of Cell Phone Usage on Psychological Health of Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Avadhesh%20Kumar">Avadhesh Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The cell phone has rapidly become an integral, and, for some, an essential communication tool that is being used worldwide. Their use without any knowledge of their harmful effects like cancers and other health effects is not ‘quite’ safe. Studies on cancers due to electromagnetic radiations from cell phones are available, but there is a need to research on the detrimental physical and psychological effects on users like students. This study focused on certain psychological or mental health effects of cell phone usage amongst students. Materials and methods: The present study will be carried out on all the students of Banaras Hindu University. Students of both sexes from urban and rural backgrounds were selected at random and administered a pre- tested questionnaire which included aspects related to few common adverse psychological health signs and symptoms attributed to cell phone over-usage. Results: Stress was found to be the commonest symptom (51.47%) followed by irritability/anger (43.79%). Other common mental symptoms included lack of concentration and academic performance, insomnia, anxiety etc. Suggestions: This study confirms that the younger generation, who are the most frequent cell phone users, needs to be aware of the adverse health effects of cell phone usage especially the mental aspects and take preventive measures to minimize and control the same. Less dependence on the device, a curtailing time period spent on talking, communicating more by texting, etc. are some of the practical measures suggested. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell%20phones" title="cell phones">cell phones</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20health%20effects" title=" psychological health effects"> psychological health effects</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a> </p> <a href="https://publications.waset.org/abstracts/44698/effects-of-cell-phone-usage-on-psychological-health-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44698.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4398</span> Exposure to Radio Frequency Waves of Mobile Phone and Temperature Changes of Brain Tissue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farhad%20Forouharmajd">Farhad Forouharmajd</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Ebrahimi"> Hossein Ebrahimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Siamak%20Pourabdian"> Siamak Pourabdian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Prevalent use of cell phones (mobile phones) has led to increasing worries about the effect of radiofrequency waves on the physiology of human body. This study was done to determine different reactions of the temperatures in different depths of brain tissue in confronting with radiofrequency waves of cell phones. Methodology: This study was an empirical research. A cow's brain tissue was placed in a compartment and the effects of radiofrequency waves of the cell phone was analyzed during confrontation and after confrontation, in three different depths of 2, 12, and 22 mm of the tissue, in 4 mm and 4 cm distances of the tissue to a cell phone, for 15 min. Lutron thermometer was used to measure the tissue temperatures. Data analysis was done by Lutron software. Findings: The rate of increasing the temperature at the depth of 22 mm was higher than 2 mm and 12mm depths, during confrontation of the brain tissue at the distance of 4 mm with the cell phone, such that the tissue temperatures at 2, 12, and 22 mm depths increased by 0.29 ˚C, 0.31 ˚C, and 0.37 ˚C, respectively, relative to the base temperature (tissue temperature before confrontation). Moreover, the temperature of brain tissue at the distance of 4 cm by increasing the tissue depth was more than other depths. Increasing the tissue temperature also existed by increasing the brain tissue depth after the confrontation with the cell phone. The temperature of the 22 mm depth increased with higher speed at the time confrontation. Conclusion: Not only radiofrequency waves of cell phones increased the tissue temperature in all the depths of the brain tissue, but also the temperature due to radiofrequency waves of the cell phone was more at the depths higher than 22 mm of the tissue. In fact, the thermal effect of radiofrequency waves was higher in higher depths. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20phone" title="mobile phone">mobile phone</a>, <a href="https://publications.waset.org/abstracts/search?q=radio%20frequency%20waves" title=" radio frequency waves"> radio frequency waves</a>, <a href="https://publications.waset.org/abstracts/search?q=brain%20tissue" title=" brain tissue"> brain tissue</a>, <a href="https://publications.waset.org/abstracts/search?q=temperature" title=" temperature"> temperature</a> </p> <a href="https://publications.waset.org/abstracts/98613/exposure-to-radio-frequency-waves-of-mobile-phone-and-temperature-changes-of-brain-tissue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4397</span> The Current Use of Cell Phone in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elham%20A.%20Alsadoon">Elham A. Alsadoon</a>, <a href="https://publications.waset.org/abstracts/search?q=Hamadah%20B.%20Alsadoon"> Hamadah B. Alsadoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educators try to design learning environments that are preferred by their students. With the wide-spread adoption of cell phones surpassing any other technology, educators should not fail to invest in the power of such technology. This study aimed to explore the current use of cell phones in education among Saudi students in Saudi universities and how students perceive such use. Data was collected from 237 students at King Saud University. Descriptive analysis was used to analyze the data. A T-test for independent groups was used to examine whether there was a significant difference between males and females in their perception of using cell phones in education. Findings suggested that students have a positive attitude toward the use of cell phones in education. The most accepted use was for sending notification to students, which has already been experienced through the Twasel system provided by King Saud University. This electronic system allows instructors to easily send any SMS or email to their students. The use of cell phone applications came in the second rank of using cell phones in education. Students have already experienced the benefits of having these applications handy wherever they go. On the other hand, they did not perceive using cell phones for assessment as practical educational usage. No gender difference was detected in terms of students’ perceptions toward using cell phones in education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title="cell phone">cell phone</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20sciences" title=" educational sciences"> educational sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/27787/the-current-use-of-cell-phone-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">413</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4396</span> Distracted Driving among Young Drivers in Qatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Shaaban">Khaled Shaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distracted driving, which includes anything that distracts a driver from the main task of driving, is one of the main causes of traffic accidents in modern societies. The objective of this research was to understand the type of activities that young drivers perform while driving in Qatar and to identify which activities cause the most distraction to the driver based on their experience. The data was collected through administered questionnaires in the city of Doha, Qatar. According to the participants, the majority reported that they use their cell phone all the time or occasionally while driving. Other significantly cited activities while driving included listening to music or radio, talking with passengers, and eating, drinking or smoking. When asked about the activities that distract the driver, using cell phone was listed as the most distracting activity followed by mental activities and adjusting GPS and audio device vehicle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=driver%20distraction" title="driver distraction">driver distraction</a>, <a href="https://publications.waset.org/abstracts/search?q=young%20drivers" title=" young drivers"> young drivers</a>, <a href="https://publications.waset.org/abstracts/search?q=cell%20phone%20use" title=" cell phone use"> cell phone use</a>, <a href="https://publications.waset.org/abstracts/search?q=Qatar" title=" Qatar"> Qatar</a> </p> <a href="https://publications.waset.org/abstracts/16281/distracted-driving-among-young-drivers-in-qatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16281.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">492</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4395</span> A Survey of WhatsApp as a Tool for Instructor-Learner Dialogue, Learner-Content Dialogue, and Learner-Learner Dialogue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ebrahim%20Panah">Ebrahim Panah</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Yasir%20Babar"> Muhammad Yasir Babar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Thanks to the development of online technology and social networks, people are able to communicate as well as learn. WhatsApp is a popular social network which is growingly gaining popularity. This app can be used for communication as well as education. It can be used for instructor-learner, learner-learner, and learner-content interactions; however, very little knowledge is available on these potentials of WhatsApp. The current study was undertaken to investigate university students’ perceptions of WhatsApp used as a tool for instructor-learner dialogue, learner-content dialogue, and learner-learner dialogue. The study adopted a survey approach and distributed the questionnaire developed by Google Forms to 54 (11 males and 43 females) university students. The obtained data were analyzed using SPSS version 20. The result of data analysis indicates that students have positive attitudes towards WhatsApp as a tool for Instructor-Learner Dialogue: it easy to reach the lecturer (4.07), the instructor gives me valuable feedback on my assignment (4.02), the instructor is supportive during course discussion and offers continuous support with the class (4.00). Learner-Content Dialogue: WhatsApp allows me to academically engage with lecturers anytime, anywhere (4.00), it helps to send graphics such as pictures or charts directly to the students (3.98), it also provides out of class, extra learning materials and homework (3.96), and Learner-Learner Dialogue: WhatsApp is a good tool for sharing knowledge with others (4.09), WhatsApp allows me to academically engage with peers anytime, anywhere (4.07), and we can interact with others through the use of group discussion (4.02). It was also found that there are significant positive correlations between students’ perceptions of Instructor-Learner Dialogue (ILD), Learner-Content Dialogue (LCD), Learner-Learner Dialogue (LLD) and WhatsApp Application in classroom. The findings of the study have implications for lectures, policy makers and curriculum developers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructor-learner%20dialogue" title="instructor-learner dialogue">instructor-learner dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=learners-contents%20dialogue" title=" learners-contents dialogue"> learners-contents dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-learner%20dialogue" title=" learner-learner dialogue"> learner-learner dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=whatsapp%20application" title=" whatsapp application"> whatsapp application</a> </p> <a href="https://publications.waset.org/abstracts/120275/a-survey-of-whatsapp-as-a-tool-for-instructor-learner-dialogue-learner-content-dialogue-and-learner-learner-dialogue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">158</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4394</span> An Industrial Scada System Remote Control Using Mobile Phones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmidah%20Elgali">Ahmidah Elgali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> SCADA is the abbreviation for "Administrative Control And Data Acquisition." SCADA frameworks are generally utilized in industry for administrative control and information securing of modern cycles. Regular SCADA frameworks use PC, journal, slim client, and PDA as a client. In this paper, a Java-empowered cell phone has been utilized as a client in an example SCADA application to show and regulate the place of an example model crane. The paper presents a genuine execution of the online controlling of the model crane through a cell phone. The remote correspondence between the cell phone and the SCADA server is performed through a base station by means of general parcel radio assistance GPRS and remote application convention WAP. This application can be used in industrial sites in areas that are likely to be exposed to a security emergency (like terrorist attacks) which causes the sudden exit of the operators; however, no time to perform the shutdown procedures for the plant. Hence this application allows shutting down units and equipment remotely by mobile and so avoids damage and losses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=control" title="control">control</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial" title=" industrial"> industrial</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile" title=" mobile"> mobile</a>, <a href="https://publications.waset.org/abstracts/search?q=network" title=" network"> network</a>, <a href="https://publications.waset.org/abstracts/search?q=remote" title=" remote"> remote</a>, <a href="https://publications.waset.org/abstracts/search?q=SCADA" title=" SCADA"> SCADA</a> </p> <a href="https://publications.waset.org/abstracts/150682/an-industrial-scada-system-remote-control-using-mobile-phones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150682.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4393</span> Survey of Potential Adverse Health Effects of Mobile Phones, and Wireless Base Stations in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nureni%20A.%20Yekini">Nureni A. Yekini</a>, <a href="https://publications.waset.org/abstracts/search?q=Isaac%20T.%20Babalola"> Isaac T. Babalola</a>, <a href="https://publications.waset.org/abstracts/search?q=Edwin%20E.%20Aighokhan"> Edwin E. Aighokhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Agnes%20K.%20Akinwole"> Agnes K. Akinwole</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Stephen%20Igwe"> N. Stephen Igwe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Survey was conducted to gather information on potential adverse health effects of Mobile Phones, and Telecommunication Tower Base Stations in Nigeria. Data was sourced from two sampled populations. Firstly from the people living in close proximity to base stations, and secondly from cell phone users. Questionnaire was used to gathered information from 574 people on thirteen non-specific health symptoms. Data obtained was presented and analyzed. The analysis shows that people living close to the based stations over a long period of time with or without cell phone, and also the heavy phone users with close proximity to the base stations are liable to have some potential health hazards, such as fatigue, sleep disturbances, headaches, feeling of discomfort, difficulty in concentrating, depression, memory loss, visual disruptions, irritability, hearing disruptions, skin problems, cardiovascular disorders, and dizziness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health%20hazards" title="health hazards">health hazards</a>, <a href="https://publications.waset.org/abstracts/search?q=wireless%20base%20stations" title=" wireless base stations"> wireless base stations</a>, <a href="https://publications.waset.org/abstracts/search?q=phone%20users" title=" phone users"> phone users</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20phones" title=" mobile phones"> mobile phones</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/56938/survey-of-potential-adverse-health-effects-of-mobile-phones-and-wireless-base-stations-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56938.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">321</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4392</span> Using Mobile Phones for M-Learning in Higher Education: A Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islam%20Elsayed%20Hussein%20Ali">Islam Elsayed Hussein Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Stefan%20M.%20Wagner"> Stefan M. Wagner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Smartphone and tablet computers, as well as other ultra portable devices, have already gained enough critical mass to be considered mainstream devices, being present in the daily lives of millions of higher education students. Many universities throughout the world have already adopted or are planning to adopt mobile technologies in many of their courses as a better way to connect students with the subjects they are studying. These new mobile platforms allow students to access content anywhere/anytime to immerse himself/herself into that content (alone or interacting with teachers or colleagues via web communication forms) and to interact with that content in ways that were not previously possible. This paper plans to provide a thorough overview of the possibilities and consequences of m-learning in higher education environments as a gateway to ubiquitous learning – perhaps the ultimate form of learner engagement, since it allows the student to learn, access and interact with important content in any way or at any time or place he might want so the objective of the study is to examine how the usage of mobile phones for m-learning differs between heavy and light mobile phone users at TU Braunschweig. Heavy mobile phone users are hypothesized to have access to/subscribe to one type of mobile content than light mobile phone users, to have less frequent access to, subscribe to or purchase mobile content within the last year than light mobile phone users, and to pay less money for mobile learning, its content and mobile games than light mobile phone users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=applications" title=" applications"> applications</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/36822/using-mobile-phones-for-m-learning-in-higher-education-a-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4391</span> The Use of Mobile Phone as Enhancement to Mark Multiple Choice Objectives English Grammar and Literature Examination: An Exploratory Case Study of Preliminary National Diploma Students, Abdu Gusau Polytechnic, Talata Mafara, Zamfara State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Abdulkadir">T. Abdulkadir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most often, marking and assessment of multiple choice kinds of examinations have been opined by many as a cumbersome and herculean task to accomplished manually in Nigeria. Usually this may be in obvious nexus to the fact that mass numbers of candidates were known to take the same examination simultaneously. Eventually, marking such a mammoth number of booklets dared and dread even the fastest paid examiners who often undertake the job with the resulting consequences of stress and boredom. This paper explores the evolution, as well as the set aim to envision and transcend marking the Multiple Choice Objectives- type examination into a thing of creative recreation, or perhaps a more relaxing activity via the use of the mobile phone. A more “pragmatic” dimension method was employed to achieve this work, rather than the formal “in-depth research” based approach due to the “novelty” of the mobile-smartphone e-Marking Scheme discovery. Moreover, being an evolutionary scheme, no recent academic work shares a direct same topic concept with the ‘use of cell phone as an e-marking technique’ was found online; thus, the dearth of even miscellaneous citations in this work. Additional future advancements are what steered the anticipatory motive of this paper which laid the fundamental proposition. However, the paper introduces for the first time the concept of mobile-smart phone e-marking, the steps to achieve it, as well as the merits and demerits of the technique all spelt out in the subsequent pages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title="cell phone">cell phone</a>, <a href="https://publications.waset.org/abstracts/search?q=e-marking%20scheme%20%28eMS%29" title=" e-marking scheme (eMS)"> e-marking scheme (eMS)</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20phone" title=" mobile phone"> mobile phone</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile-smart%20phone" title=" mobile-smart phone"> mobile-smart phone</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20choice%20objectives%20%28MCO%29" title=" multiple choice objectives (MCO)"> multiple choice objectives (MCO)</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a> </p> <a href="https://publications.waset.org/abstracts/54641/the-use-of-mobile-phone-as-enhancement-to-mark-multiple-choice-objectives-english-grammar-and-literature-examination-an-exploratory-case-study-of-preliminary-national-diploma-students-abdu-gusau-polytechnic-talata-mafara-zamfara-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54641.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">259</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4390</span> The Impacts of Internal Employees on Brand Building: A Case Study of Cell Phone</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adnan%20Gohar">Adnan Gohar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research work aims the importance of internal employees in the making of a brand (cell phone) through customer satisfaction which basically explains the connection of internal employees with external customers. This research is designed to measure the satisfaction level of internal employees which further connects to the product evolution as a brand leaving a brand image in the eye of the external customer. The main focus is that internal employees are as important as external customers for the uplift of the product resulting in the brand. Internal employees are individual organization employees, vendors, departments, and distributors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brand%20building" title="brand building">brand building</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20satisfaction" title=" customer satisfaction"> customer satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20employees" title=" internal employees"> internal employees</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20franchise" title=" mobile franchise"> mobile franchise</a> </p> <a href="https://publications.waset.org/abstracts/76889/the-impacts-of-internal-employees-on-brand-building-a-case-study-of-cell-phone" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">257</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4389</span> The Factors that Affect to the Overall Attitude toward SMS Advertising of Thai Mobile Phone Users</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Panprae%20Bunyapukkna">Panprae Bunyapukkna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study is to: (1) measure the overall attitudes of Thai mobile phone users toward SMS advertisements, and (2) identify demographic factors that affect the overall attitudes toward SMS advertisements of Thai mobile phone users. The sample in this study consists of 100 individuals who possess at least one mobile phone and who either live, work or study in Bangkok. Thirty-three respondents are male, while the other 67 respondents are female. The respondents are aged between 21 years and 45 years old. Convenient sampling technique was used in this study. The results of this study indicate that Thai mobile phone users in general hold negative attitudes toward SMS advertisements, and that negative attitudes prevailed in nearly all different demographic groups. The results also suggest that Thai mobile phone users find SMS advertisements irritating, but are indifferent as to whether SMS ads are informative, credible and entertaining as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20attitudes" title="consumer attitudes">consumer attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=credibility" title=" credibility"> credibility</a>, <a href="https://publications.waset.org/abstracts/search?q=SMS%20advertising" title=" SMS advertising"> SMS advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20mobile%20phone%20users" title=" Thai mobile phone users"> Thai mobile phone users</a> </p> <a href="https://publications.waset.org/abstracts/55238/the-factors-that-affect-to-the-overall-attitude-toward-sms-advertising-of-thai-mobile-phone-users" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55238.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4388</span> The Difficulties Encountered in Overseeing Learner-Centered Instructional Activities for Elementary School Children in Ho Chi Minh City, Vietnam</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Van%20Son%20Huynh">Van Son Huynh</a>, <a href="https://publications.waset.org/abstracts/search?q=Thanh%20Huan%20Nguyen"> Thanh Huan Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Tat%20Thien%20Do"> Tat Thien Do</a>, <a href="https://publications.waset.org/abstracts/search?q=Thi%20Mai%20Thu%20Nguyen"> Thi Mai Thu Nguyen</a>, <a href="https://publications.waset.org/abstracts/search?q=Thien%20Vu%20Giang"> Thien Vu Giang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the necessity for substantial and all-encompassing educational reform, particularly in elementary Education, it is imperative to prioritize learner-centered instruction at the elementary level. This study focuses on the difficulties encountered in overseeing learner-centered instructional activities for elementary school children in Ho Chi Minh City (HCMC), the largest city in Vietnam in terms of population. Although learner-centered solutions have been implemented, there are still certain weaknesses, including an emphasis on content and worries about lax monitoring. The purpose of this study, named "Management of Learner-Centered Teaching Activities for Primary School Students in HCMC," is to enhance and advance theories related to the management of learner-centered teaching activities. The study evaluates the present condition of learner-centered teaching activities and management practices in HCMC, aiming to suggest solutions for improving the efficiency of managing such activities in primary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title="primary school">primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20children%20in%20Ho%20Chi%20Minh%20City" title=" school children in Ho Chi Minh City"> school children in Ho Chi Minh City</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20instructional%20activities" title=" learner-centered instructional activities"> learner-centered instructional activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20teaching%20activities%20and%20management." title=" learner-centered teaching activities and management."> learner-centered teaching activities and management.</a> </p> <a href="https://publications.waset.org/abstracts/180049/the-difficulties-encountered-in-overseeing-learner-centered-instructional-activities-for-elementary-school-children-in-ho-chi-minh-city-vietnam" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4387</span> Use of Smartphone in Practical Classes to Facilitate Teaching and Learning of Microscopic Analysis and Interpretation of Tissues Sections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lise%20P.%20Lab%C3%A9jof">Lise P. Labéjof</a>, <a href="https://publications.waset.org/abstracts/search?q=Krisnayne%20S.%20Ribeiro"> Krisnayne S. Ribeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicolle%20P.%20dos%20Santos"> Nicolle P. dos Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An unrecorded experiment of use of the smartphone as a tool for practical classes of histology is presented in this article. Behavior, learning of the students of three science courses at the University were analyzed and compared as well as the mode of teaching of this discipline and the appreciation of the students, using either digital photographs taken by phone or drawings for record microscopic observations, analyze and interpret histological sections of human or animal tissues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title="cell phone">cell phone</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20micrographies" title=" digital micrographies"> digital micrographies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20of%20sciences" title=" learning of sciences"> learning of sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/19458/use-of-smartphone-in-practical-classes-to-facilitate-teaching-and-learning-of-microscopic-analysis-and-interpretation-of-tissues-sections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">596</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4386</span> Learner-Centered E-Learning in English Language Classes in Vietnam: Teachers’ Challenges and Recommendations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thi%20Chang%20Duyen%20Can">Thi Chang Duyen Can</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Althoughthe COVID-19 epidemic is under control, online education technology in Vietnam will still thrive in the learner-centered trend. Most of the Vietnamese students are now ready to familiarize themselves with and access to online learning. Even in some cases, online learning, if combined with new tools, is far more effective and exciting for students than some traditional instruction. However, little research has been conducted to explore Vietnamese teachers’ difficulties in moderating learner-centered E-learning. Therefore, the study employed the mixed method (n=9) to (i) uncover the challenges faced by Vietnamese teachers in English language online classes using learner-centred approach and (ii) propose the recommendations to improve the quality of online training in universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner-centered%20e-learning" title="learner-centered e-learning">learner-centered e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language%20classes" title=" english language classes"> english language classes</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20challenges" title=" teachers' challenges"> teachers' challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a> </p> <a href="https://publications.waset.org/abstracts/157819/learner-centered-e-learning-in-english-language-classes-in-vietnam-teachers-challenges-and-recommendations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157819.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4385</span> The Influence of Mobile Phone Addiction on Academic Performance among Teenagers in Shah Alam, Malaysia </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamaluddin%20Abd%20Rashid">Jamaluddin Abd Rashid</a>, <a href="https://publications.waset.org/abstracts/search?q=Aris%20Abdul%20Rahman"> Aris Abdul Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile phones have become the most popular way to communicate with other individuals and it has created an unspoken social dependency. Making phone calls, instant messaging, playing online games and accessing the Internet are among the features added to a mobile phone, attracting teenagers to spend more hours fixated on their gadgets. As such, this study attempted to examine the frequency of time spent on mobile phones and how this influenced academic performance. A quantitative methodology was applied in this study, where face to face survey through the distribution of questionnaires was facilitated onto a group of 200 secondary school students from the Shah Alam community in Selangor,Malaysia. Both genders, male and females were assessed equally to find out if there exists a correlation between genders when measuring higher or lower frequency of attachment to mobile phones. It can also be seen that 100% correspondents have a mobile phone in their possession. The adolescents uses mobile phones daily, which shows students being somewhat addicted, as they tend to feel that it is necessary to use a mobile phone. The main findings of this research found out that, students that are mobile phone addictive received a lower grade in schools. Mobile phone addiction does affect academic performance negatively. As this study discusses the modern-day phenomenon, it is hoped that the findings and discussion could add to present literary works and help future researchers understand the relationship between mobile phone addiction and academic performance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20phone%20addiction" title=" mobile phone addiction"> mobile phone addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student "> student </a> </p> <a href="https://publications.waset.org/abstracts/93790/the-influence-of-mobile-phone-addiction-on-academic-performance-among-teenagers-in-shah-alam-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93790.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4384</span> Phone Number Spoofing Attack in VoLTE 4G</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joo-Hyung%20Oh">Joo-Hyung Oh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of service users of 4G VoLTE (voice over LTE) using LTE data networks is rapidly growing. VoLTE based on all-IP network enables clearer and higher-quality voice calls than 3G. It does, however, pose new challenges; a voice call through IP networks makes it vulnerable to security threats such as wiretapping and forged or falsified information. And in particular, stealing other users’ phone numbers and forging or falsifying call request messages from outgoing voice calls within VoLTE result in considerable losses that include user billing and voice phishing to acquaintances. This paper focuses on the threats of caller phone number spoofing in the VoLTE and countermeasure technology as safety measures for mobile communication networks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LTE" title="LTE">LTE</a>, <a href="https://publications.waset.org/abstracts/search?q=4G" title=" 4G"> 4G</a>, <a href="https://publications.waset.org/abstracts/search?q=VoLTE" title=" VoLTE"> VoLTE</a>, <a href="https://publications.waset.org/abstracts/search?q=phone%20number%20spoofing" title=" phone number spoofing"> phone number spoofing</a> </p> <a href="https://publications.waset.org/abstracts/22199/phone-number-spoofing-attack-in-volte-4g" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22199.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4383</span> Phone Number Spoofing Attack in VoLTE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joo-Hyung%20Oh">Joo-Hyung Oh</a>, <a href="https://publications.waset.org/abstracts/search?q=Sekwon%20Kim"> Sekwon Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Myoungsun%20Noh"> Myoungsun Noh</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaetae%20Im"> Chaetae Im</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The number of service users of 4G VoLTE (voice over LTE) using LTE data networks is rapidly growing. VoLTE based on All-IP network enables clearer and higher-quality voice calls than 3G. It does, however, pose new challenges; a voice call through IP networks makes it vulnerable to security threats such as wiretapping and forged or falsified information. Moreover, in particular, stealing other users’ phone numbers and forging or falsifying call request messages from outgoing voice calls within VoLTE result in considerable losses that include user billing and voice phishing to acquaintances. This paper focuses on the threats of caller phone number spoofing in the VoLTE and countermeasure technology as safety measures for mobile communication networks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LTE" title="LTE">LTE</a>, <a href="https://publications.waset.org/abstracts/search?q=4G" title=" 4G"> 4G</a>, <a href="https://publications.waset.org/abstracts/search?q=VoLTE" title=" VoLTE"> VoLTE</a>, <a href="https://publications.waset.org/abstracts/search?q=phone%20number%20spoofing" title=" phone number spoofing"> phone number spoofing</a> </p> <a href="https://publications.waset.org/abstracts/21718/phone-number-spoofing-attack-in-volte" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">522</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4382</span> Experimental Verification of On-Board Power Generation System for Vehicle Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manish%20Kumar">Manish Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Krupa%20Shah"> Krupa Shah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The usage of renewable energy sources is increased day by day to overcome the dependency on fossil fuels. The wind energy is considered as a prominent source of renewable energy. This paper presents an approach for utilizing wind energy obtained from moving the vehicle for cell-phone charging. The selection of wind turbine, blades, generator, etc. is done to have the most efficient system. The calculation procedure for power generated and drag force is shown to know the effectiveness of the proposal. The location of the turbine is selected such that the system remains symmetric, stable and has the maximum induced wind. The calculation of the generated power at different velocity is presented. The charging is achieved for the speed 30 km/h and the system works well till 60 km/h. The model proposed seems very useful for the people traveling long distances in the absence of mobile electricity. The model is very economical and easy to fabricate. It has very less weight and area that makes it portable and comfortable to carry along. The practical results are shown by implementing the portable wind turbine system on two-wheeler. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell-phone%20charging" title="cell-phone charging">cell-phone charging</a>, <a href="https://publications.waset.org/abstracts/search?q=on-board%20power%20generation" title=" on-board power generation"> on-board power generation</a>, <a href="https://publications.waset.org/abstracts/search?q=wind%20energy" title=" wind energy"> wind energy</a>, <a href="https://publications.waset.org/abstracts/search?q=vehicle" title=" vehicle"> vehicle</a> </p> <a href="https://publications.waset.org/abstracts/78306/experimental-verification-of-on-board-power-generation-system-for-vehicle-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78306.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4381</span> An Integrated Architecture of E-Learning System to Digitize the Learning Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Touhidul%20Islam%20Sarker">M. Touhidul Islam Sarker</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammod%20Abul%20Kashem"> Mohammod Abul Kashem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to improve the e-learning system and digitize the learning method in the educational sector. The learner will login into e-learning platform and easily access the digital content, the content can be downloaded and take an assessment for evaluation. Learner can get access to these digital resources by using tablet, computer, and smart phone also. E-learning system can be defined as teaching and learning with the help of multimedia technologies and the internet by access to digital content. E-learning replacing the traditional education system through information and communication technology-based learning. This paper has designed and implemented integrated e-learning system architecture with University Management System. Moodle (Modular Object-Oriented Dynamic Learning Environment) is the best e-learning system, but the problem of Moodle has no school or university management system. In this research, we have not considered the school’s student because they are out of internet facilities. That’s why we considered the university students because they have the internet access and used technologies. The University Management System has different types of activities such as student registration, account management, teacher information, semester registration, staff information, etc. If we integrated these types of activity or module with Moodle, then we can overcome the problem of Moodle, and it will enhance the e-learning system architecture which makes effective use of technology. This architecture will give the learner to easily access the resources of e-learning platform anytime or anywhere which digitizes the learning method. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=database" title="database">database</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=LMS" title=" LMS"> LMS</a>, <a href="https://publications.waset.org/abstracts/search?q=Moodle" title=" Moodle"> Moodle</a> </p> <a href="https://publications.waset.org/abstracts/84210/an-integrated-architecture-of-e-learning-system-to-digitize-the-learning-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84210.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4380</span> Transfer of Information Heritage between Algerian Veterinarians and Breeders: Assessment of Information and Communication Technology Using Mobile Phone</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Bernaoui">R. Bernaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Ohly"> P. Ohly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our research shows the use of the mobile phone that consolidates the relationship between veterinarians, and that between breeders and veterinarians. On the other hand it asserts that the tool in question is a means of economic development. The results of our survey reveal a positive return to the veterinary community, which shows that the mobile phone has become an effective means of sustainable development through the transfer of a rapid and punctual information inheritance via social networks; including many Internet applications. Our results show that almost all veterinarians use the mobile phone for interprofessional communication. We therefore believe that the use of the mobile phone by livestock operators has greatly improved the working conditions, just as the use of this tool contributes to a better management of the exploitation as long as it allows limit travel but also save time. These results show that we are witnessing a growth in the use of mobile telephony technologies that impact is as much in terms of sustainable development. Allowing access to information, especially technical information, the mobile phone, and Information and Communication of Technology (ICT) in general, give livestock sector players not only security, by limiting losses, but also an efficiency that allows them a better production and productivity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algeria" title="algeria">algeria</a>, <a href="https://publications.waset.org/abstracts/search?q=breeder-veterinarian" title=" breeder-veterinarian"> breeder-veterinarian</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20heritage" title=" digital heritage"> digital heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=networking" title=" networking"> networking</a> </p> <a href="https://publications.waset.org/abstracts/101245/transfer-of-information-heritage-between-algerian-veterinarians-and-breeders-assessment-of-information-and-communication-technology-using-mobile-phone" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4379</span> EFL Teacher Cognition and Learner Autonomy: An Exploratory Study into Algerian Teachers’ Understanding of Learner Autonomy </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Linda%20Ghout">Linda Ghout</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main aim of the present case study was to explore EFL teachers’ understanding of learner autonomy. Thus, it sought to uncover how teachers at the de Department of English, University of Béjaia, Algeria view the process of language learning, their learners’ roles, their own roles and their practices to promote learner autonomy. For data collection, firstly, a questionnaire was designed and administered to all the teachers in the department. Secondly, interviews were conducted with some volunteers for the sake of clarifying emerging issues and digging deeper into some of the teachers’ answers to the questionnaire. The analysis revealed interesting data pertaining to the teachers’ cognition and its effects on their teaching practices. With regard to their views of language learning, it seems that the participants hold discrete views which are in opposition with the principles of learner autonomy. The teachers seemed to have a limited knowledge of the characteristics of autonomous learners and autonomy- based methodology. When it comes to teachers’ practices to promote autonomy in their classes, the majority reported that the most effective way is to ask students to search for information on their own. However, in defining their roles in the EFL learning process, most of the respondents claimed that teachers should play the role of facilitators. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title=" learner autonomy"> learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20cognition" title=" teacher cognition"> teacher cognition</a> </p> <a href="https://publications.waset.org/abstracts/38581/efl-teacher-cognition-and-learner-autonomy-an-exploratory-study-into-algerian-teachers-understanding-of-learner-autonomy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4378</span> An Assessment of the Usage of Learner Centred Methods among Student Teachers of Federal College of Education Kontagora</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadiq%20Habiba%20Alhaji">Sadiq Habiba Alhaji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is a descriptive survey design intended to determine the level of usage of the learner centred methods by student teachers of Federal College of Education Kontagora, Niger State, Nigeria. The study was guided by two null hypotheses formulated by the researcher. The population of the study are students of Federal College of Education, Kontagora. The Target Population consisted of one hundred Teaching practice students drawn from sciences, Arts, and humanities who were posted to various schools practicing different teaching methods. The student teachers were supervised using the checklist designed by the researcher to determine their level of usage of learner centred methods. Data collected was analysed using t test of independent variables. It was recommended that pre service and in service teachers should be equipped with the skills of using learner centred methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=usage" title=" usage"> usage</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20centred" title=" learner centred"> learner centred</a>, <a href="https://publications.waset.org/abstracts/search?q=methods" title=" methods"> methods</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20teachers" title=" student teachers"> student teachers</a> </p> <a href="https://publications.waset.org/abstracts/151360/an-assessment-of-the-usage-of-learner-centred-methods-among-student-teachers-of-federal-college-of-education-kontagora" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4377</span> A Data-Driven Approach for Studying the Washout Effects of Rain on Air Pollution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20David">N. David</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20O.%20Gao"> H. O. Gao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Air pollution is a serious environmental threat on a global scale and can cause harm to human health, morbidity and premature mortality. Reliable monitoring and control systems are therefore necessary to develop coping skills against the hazards associated with this phenomenon. However, existing environmental monitoring means often do not provide a sufficient response due to practical and technical limitations. Commercial microwave links that form the infrastructure for transmitting data between cell phone towers can be harnessed to map rain at high tempo-spatial resolution. Rainfall causes a decrease in the signal strength received by these wireless communication links allowing it to be used as a built-in sensor network to map the phenomenon. In this study, we point to the potential that lies in this system to indirectly monitor areas where air pollution is reduced. The relationship between pollutant wash-off and rainfall provides an opportunity to acquire important spatial information about air quality using existing cell-phone tower signals. Since the density of microwave communication networks is high relative to any dedicated sensor arrays, it could be possible to rely on this available observation tool for studying precipitation scavenging on air pollutants, for model needs and more. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=air%20pollution" title="air pollution">air pollution</a>, <a href="https://publications.waset.org/abstracts/search?q=commercial%20microwave%20links" title=" commercial microwave links"> commercial microwave links</a>, <a href="https://publications.waset.org/abstracts/search?q=rainfall" title=" rainfall"> rainfall</a>, <a href="https://publications.waset.org/abstracts/search?q=washout" title=" washout"> washout</a> </p> <a href="https://publications.waset.org/abstracts/122859/a-data-driven-approach-for-studying-the-washout-effects-of-rain-on-air-pollution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4376</span> Investigating the Relationship Between Alexithymia and Mobile Phone Addiction Along with the Mediating Role of Anxiety, Stress and Depression: A Path Analysis Study and Structural Model Testing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pouriya%20Darabiyan">Pouriya Darabiyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadis%20Nazari"> Hadis Nazari</a>, <a href="https://publications.waset.org/abstracts/search?q=Kourosh%20Zarea"> Kourosh Zarea</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeed%20Ghanbari"> Saeed Ghanbari</a>, <a href="https://publications.waset.org/abstracts/search?q=Zeinab%20Raiesifar"> Zeinab Raiesifar</a>, <a href="https://publications.waset.org/abstracts/search?q=Morteza%20Khafaie"> Morteza Khafaie</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanna%20Tuvesson"> Hanna Tuvesson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction Since the beginning of mobile phone addiction, alexithymia, depression, anxiety and stress have been stated as risk factors for Internet addiction, so this study was conducted with the aim of investigating the relationship between Alexithymia and Mobile phone addiction along with the mediating role of anxiety, stress and depression. Materials and methods In this descriptive-analytical and cross-sectional study in 2022, 412 students School of Nursing & Midwifery of Ahvaz Jundishapur University of Medical Sciences were included in the study using available sampling method. Data collection tools were: Demographic Information Questionnaire, Toronto Alexithymia Scale (TAS-20), Depression, Anxiety, Stress Scale (DASS-21) and Mobile Phone Addiction Index (MPAI). Frequency, Pearson correlation coefficient test and linear regression were used to describe and analyze the data. Also, structural equation models and path analysis method were used to investigate the direct and indirect effects as well as the total effect of each dimension of Alexithymia on Mobile phone addiction with the mediating role of stress, depression and anxiety. Statistical analysis was done by SPSS version 22 and Amos version 16 software. Results Alexithymia was a predictive factor for mobile phone addiction. Also, Alexithymia had a positive and significant effect on depression, anxiety and stress. Depression, anxiety and stress had a positive and significant effect on mobile phone addiction. Depression, anxiety and stress variables played the role of a relative mediating variable between Alexithymia and mobile phone addiction. Alexithymia through depression, anxiety and stress also has an indirect effect on Internet addiction. Conclusion Alexithymia is a predictive factor for mobile phone addiction; And the variables of depression, anxiety and stress play the role of a relative mediating variable between Alexithymia and mobile phone addiction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alexithymia" title="alexithymia">alexithymia</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20phone" title=" mobile phone"> mobile phone</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a> </p> <a href="https://publications.waset.org/abstracts/163391/investigating-the-relationship-between-alexithymia-and-mobile-phone-addiction-along-with-the-mediating-role-of-anxiety-stress-and-depression-a-path-analysis-study-and-structural-model-testing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163391.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4375</span> Adaptive E-Learning System Using Fuzzy Logic and Concept Map</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mesfer%20Al%20Duhayyim">Mesfer Al Duhayyim</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Newbury"> Paul Newbury</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper proposes an effective adaptive e-learning system that uses a coloured concept map to show the learner's knowledge level for each concept in the chosen subject area. A Fuzzy logic system is used to evaluate the learner's knowledge level for each concept in the domain, and produce a ranked concept list of learning materials to address weaknesses in the learner’s understanding. This system obtains information on the learner's understanding of concepts by an initial pre-test before the system is used for learning and a post-test after using the learning system. A Fuzzy logic system is used to produce a weighted concept map during the learning process. The aim of this research is to prove that such a proposed novel adapted e-learning system will enhance learner's performance and understanding. In addition, this research aims to increase participants' overall understanding of their learning level by providing a coloured concept map of understanding followed by a ranked concepts list of learning materials. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adaptive%20e-learning%20system" title="adaptive e-learning system">adaptive e-learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=coloured%20concept%20map" title=" coloured concept map"> coloured concept map</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20logic" title=" fuzzy logic"> fuzzy logic</a>, <a href="https://publications.waset.org/abstracts/search?q=ranked%20concept%20list" title=" ranked concept list"> ranked concept list</a> </p> <a href="https://publications.waset.org/abstracts/87018/adaptive-e-learning-system-using-fuzzy-logic-and-concept-map" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">292</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4374</span> Sociocultural Barriers to the Development of Autonomous Foreign Language Learning: Some Teaching Strategies to Overcome Such Challenges in a Mexican Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zaideth%20Zobeida%20Ponce%20Alonso">Zaideth Zobeida Ponce Alonso</a>, <a href="https://publications.waset.org/abstracts/search?q=Laura%20Emilia%20Fierro%20Lopez"> Laura Emilia Fierro Lopez</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20del%20Rocio%20Dominguez%20Gaona"> Maria del Rocio Dominguez Gaona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study is part of the Master in Modern Languages at the Universidad Autónoma de Baja California, and it aims to analyze how the sociocultural background might influence the development of learner autonomy in foreign language education in order to propose some strategies to overcome such challenges. Given the lack of research on the sociocultural barriers in learner autonomy in a Mexican context and the need to hear teachers’ voices about this issue, qualitative data was obtained from semi-structured interviews with six language teachers on their perspectives on learner autonomy, its application to the language classroom, and their experiences with Mexican and foreign learners/contexts in order to find out differences regarding learner autonomy. The results suggest three main sociocultural characteristics: preference for an authority figure, tendency towards collectivism, and low tolerance of ambiguity. Finally, nine strategies were proposed in order to help language teachers to deal with such sociocultural characteristics when fostering learner autonomy in the border city of Mexicali, where this study was carried out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title="learner autonomy">learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mexican%20context" title=" Mexican context"> Mexican context</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20influence" title=" sociocultural influence"> sociocultural influence</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20perspectives" title=" teachers' perspectives"> teachers' perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a> </p> <a href="https://publications.waset.org/abstracts/128292/sociocultural-barriers-to-the-development-of-autonomous-foreign-language-learning-some-teaching-strategies-to-overcome-such-challenges-in-a-mexican-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128292.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4373</span> A Study of Different Factors Influencing Youngsters’ Mobile Device Buying Behaviors in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20S.%20Yip">Z. S. Yip</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20K.%20Tan"> T. K. Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20C.%20Geh"> C. C. Geh</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20T.%20Ting"> T. T. Ting</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The mobile phone is an indispensable device in today’s daily living. The arising new brands in the market with different specification are targeting at the different population. The most promising market would be the younger generation who are IT savvy. Therefore, it is beneficial to find out their factors of consideration in purchasing a mobile phone. A survey is carried out in Malaysia to discover the current youngster’s mobile phone buying behavior. This study has found that the most influencing factor of consideration is Price, followed by Feature, and Battery Lifespan. Gender and Income have no relationship with certain factors of consideration. It is important to discover the factors of consideration in order to provide industry insight into the current trend of smartphone in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=buying%20behavior" title="buying behavior">buying behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20phone" title=" smart phone"> smart phone</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20brand" title=" mobile brand"> mobile brand</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20operating%20system" title=" mobile operating system"> mobile operating system</a>, <a href="https://publications.waset.org/abstracts/search?q=specification" title=" specification"> specification</a>, <a href="https://publications.waset.org/abstracts/search?q=battery%20lifespan" title=" battery lifespan"> battery lifespan</a> </p> <a href="https://publications.waset.org/abstracts/65796/a-study-of-different-factors-influencing-youngsters-mobile-device-buying-behaviors-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65796.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learner%E2%80%99s%20cell%20phone%20use&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=learner%E2%80%99s%20cell%20phone%20use&page=3">3</a></li> <li class="page-item"><a class="page-link" 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