Using Artificial Intelligence in Mobile Learning for Students of Technical Specialties

Andrii Siasiev; Nataliia Rekova; Nataliia Hrudkina; Nataliia Snizhko

doi:10.3991/ijim.v20i13.60967

Authors

Andrii Siasiev Oles Honchar Dnipro National University, Dnipro, Ukraine
Nataliia Rekova Sofia University “St. Kliment Ohridski,” Sofia, Bulgaria
Nataliia Hrudkina Technical University “Metinvest Polytechnic” LLC, Zaporizhzhia, Ukraine
Nataliia Snizhko National University “Zaporizhzhia Polytechnic,” Zaporizhzhia, Ukraine https://orcid.org/0000-0003-4547-5934

DOI:

https://doi.org/10.3991/ijim.v20i13.60967

Keywords:

Artificial intelligence, Mobile learning, Technical education, Adaptive learning, Learning analytics, Eastern European universities

Abstract

Mobile learning has emerged as a pivotal method of education in Ukraine and Eastern Europe, especially in the conditions of war and displacement of students, which allows continuing education of technical students despite the lack of infrastructure and logistics. The research examined the effectiveness of artificial intelligence (AI)-enhanced mobile learning among students at three higher education institutions (HEIs): Sofia University St. Kliment Ohridski (Bulgaria), Metinvest Polytechnic Technical University (Ukraine), and National University Zaporizhzhia Polytechnic (Ukraine). The participants in a quasi-experimental study were 183 students, most of whom were in computer science, engineering, mathematics, and applied mechanics. Half were assigned to the experimental group using AI-built mobile learning, and the other half to the control group using standard mobile platforms. The AI-driven platform included adaptive testing, AI-based chatbot tutoring, solution explanation, a recommendation system, and learning analytics. Findings showed that AI had more positive effects (learning gains of 18%, p < 0.05) on learning outcomes, engagement, and time-on-task, and was perceived as more usable and associated with higher self-efficacy among students. The most useful features were adaptive testing and recommendation systems, which facilitated personal and self-managed learning. The results provide insight into the practical importance of AI tools in technical education, showing that they offer scalable solutions for enhancing academic performance, engagement, and resilience in both stable and crisis-affected learning settings.

Author Biographies

Andrii Siasiev, Oles Honchar Dnipro National University, Dnipro, Ukraine

Candidate of Physical and Mathematical Sciences, Associate Professor, Department of Mathematical Analysis and Optimization, Faculty of Mechanics and Mathematics

Nataliia Rekova, Sofia University “St. Kliment Ohridski,” Sofia, Bulgaria

Doctor of Economics, Professor, Project Manager (R&D sector)

Nataliia Hrudkina , Technical University “Metinvest Polytechnic” LLC, Zaporizhzhia, Ukraine

Doctor of Technical Sciences, Associate Professor, Professor, Department of Materials Science, Mechanics, and Natural Sciences, Faculty of Mining and Metallurgy

Nataliia Snizhko, National University “Zaporizhzhia Polytechnic,” Zaporizhzhia, Ukraine

Candidate of Sciences (Physics and Mathematics), Associate Professor, Department of Mathematics

References

[1] N. Malysh, V. Shevchenko, and O. Tkachuk-Miroshnychenko, “Learning in Ukraine in wartime,” Open Learning: The Journal of Open, Distance and e-Learning, vol. 40, no. 4, pp. 350–366, 2024, https://doi.org/10.1080/02680513.2024.2399847

[2] A. Gugushvili, “Russian public perceptions of the war in Ukraine: a paradox of optimism amid crisis,” Journal of Contemporary European Studies, vol. 33, no. 3, pp. 950–974, 2025, doi: https://doi.org/10.1080/14782804.2025.2472635

[3] S. Alon and C. Schechter, “Wartime leadership: leading schools in a war crisis,” Journal of Educational Administration and History, pp. 1–21, 2025, https://doi.org/10.1080/00220620.2025.2540399

[4] O. Bezrukova, O. Vilkova, and A. Petrenko-Lysak, “Social perception of war: a study of Ukrainian society under Russia’s full-scale invasion,” Innovation: The European Journal of Social Science Research, vol. 38, no. 1, pp. 70–91, 2025, https://doi.org/10.1080/13511610.2025.2467217

[5] O. Matveieva, “Social mobilization in wartime Ukraine: the connection between gender identity, national unity, and societal transformation,” Journal of Gender Studies, pp. 1–30, 2025, https://doi.org/10.1080/09589236.2025.2505558

[6] J. N. Clark, “Exploring the environmental impacts of war through sound and listening: a study of the Russia-Ukraine war,” Environmental Sociology, pp. 1–15, 2025, https://doi.org/10.1080/23251042.2025.2510416

[7] E. A. Cech, “Culture of disengagement in engineering education?” Science, Technology, & Human Values, vol. 39, no. 1, pp. 42–72, 2013, https://doi.org/10.1177/0162243913504305

[8] J. Trevelyan, “Transitioning to engineering practice,” European Journal of Engineering Education, vol. 44, no. 6, pp. 821–837, 2019, doi: 10.1080/03043797.2019.1681631.

[9] Z. Revesai, “Generative AI dependency: the emerging academic crisis and its impact on student performance,” Cogent Education, vol. 12, no. 1, pp. 126–138, 2025, https://doi.org/10.1080/2331186X.2025.2549787

[10] B. Williamson, S. Bayne, and S. Shay, “The datafication of teaching in higher education: critical issues and perspectives,” Teaching in Higher Education, vol. 25, no. 4, pp. 351–365, 2020, https://doi.org/10.1080/13562517.2020.1748811

[11] M. Nedaei, F. Radmehr, and M. Drake, “Exploring undergraduate engineering students’ mathematical problem-posing,” Mathematical Thinking and Learning, vol. 24, no. 2, pp. 149–175, 2021, https://doi.org/10.1080/10986065.2020.1858516

[12] N. Garg, A. Kaur, F. Ahmad, and R. Dutta, “Augmenting education: the transformative power of AR, AI, and emerging technologies,” Human Behavior and Emerging Technologies, vol. 2025, no. 1, pp. 221–236, 2025, https://doi.org/10.1155/hbe2/5681184

[13] Antonietti, C., Schmitz, ML., Consoli, T. et al. Examining Technology Integration in Upper Secondary Schools: A Comparative Analysis Across School Programs and Subjects. Tech Know Learn (2025), pp. 12–37. https://doi.org/10.1007/s10758-025-09889-9

[14] A. Mimoudi and K. Mokhtari, “‘AIA-PCEK’: A new framework for teaching with AI,” Cogent Education, vol. 12, no. 1, pp. 769–981 2025, https://doi.org/10.1080/2331186X.2025.2563171

[15] M. de la Puente, J. Torres, and H. Guzman, “Coding finance: impact of open-source financial software,” Interactive Learning Environments, pp. 1–25, 2025, https://doi.org/10.1080/10494820.2025.2570488

[16] M. Kyambade, R. Kisseka, and A. Namatovu, “Blended learning models in Ugandan higher business education,” Cogent Education, vol. 12, no. 1, pp. 116–129, 2025, https://doi.org/10.1080/2331186X.2025.2545329

[17] H. Bai, “Pedagogical practices of mobile learning in K-12 and higher education settings,” TechTrends, vol. 63, pp. 611–620, 2019, https://doi.org/10.1007/s11528-019-00419-w

[18] F. Gao, L. Li, and Y. Sun, “A systematic review of mobile game-based learning in STEM education,” Educational Technology Research and Development, vol. 68, pp. 1791–1827, 2020, https://doi.org/10.1007/s11423-020-09787-0

[19] D. Mutambara and A. Bayaga, “Determinants of mobile learning acceptance for STEM education in rural areas,” Computers & Education, vol. 160, pp. 166–181, 2021, https://doi.org/10.1016/j.compedu.2020.104010

[20] S. López-Pernas, E. Oliveira, Y. Song, and M. Saqr, “AI, explainable AI and evaluative AI,” in Advanced Learning Analytics Methods, pp.31–45, Springer, 2026, https://doi.org/10.1007/978-3-031-95365-1_2

[21] Z. Varpina and K. Fredheim, “‘Well it seems I’m caught up in a trap’: Adoption of AI in university writing,” in Research and Innovation Forum 2024, Springer, pp. 26–39, 2025, https://doi.org/10.1007/978-3-031-78623-5_13

[22] A. Krymska, O. Sopotsko, and I. Zrybnieva, “The role of digital technologies in Ukrainian enterprises,” Futurity of Social Sciences, vol. 3, no. 3, pp. 76–98, 2025, https://doi.org/10.57125/FS.2025.09.20.04

[23] S. Luchyk et al., “Education as a driver of innovative recovery and economic development of Ukraine,” in Data-Centric Business and Applications, Springer, p. 165-182, 2025, https://doi.org/10.1007/978-3-031-81557-7_9

[24] T. Gorokhova, “Digitalisation: Catalysing the transition to a circular economy,” in Ukraine Building Resilience Through Digital Transformation, Springer, p.129-143, 2025, https://doi.org/10.1007/978-3-031-90054-9_9

[25] L. Voitenko et al., “Toward the development of the Ukrainian Water Quality Index (UWQI),” in SEMIT 2025, Springer, p.28-41, 2025, https://doi.org/10.1007/978-3-032-04225-5_2

[26] F. M. Alexander et al., “Geopolitical and technical futures of the Internet Protocol,” in Geopolitics at the Internet’s Core, Palgrave, p. 195-224, 2025, https://doi.org/10.1007/978-3-031-89478-7_9

[27] M. Alsabah et al., “Key technologies toward smart healthcare systems based on IoT,” Artificial Intelligence Review, vol. 58, p. 343, 2025, https://doi.org/10.1007/s10462-025-11342-3

[28] I. N. Albukhari, “The role of artificial intelligence in architectural design: a systematic review of emerging technologies and applications ,” J. Umm Al-Qura University Engineering and Architecture, p. 1-20, 2025, https://doi.org/10.1007/s43995-025-00186-1

[29] P. Balasubramanian et al., “Generative AI for cyber threat intelligence,” Artificial Intelligence Review, vol. 58, p. 336, 2025, https://doi.org/10.1007/s10462-025-11338-z

[30] T. Khater et al., “Generative AI models optimization toward molecule design,” Journal of Cheminformatics, vol. 17, p. 116, 2025, https://doi.org/10.1186/s13321-025-01059-4

[31] H. Shafiee Rad, “Reinforcing L2 reading comprehension through artificial intelligence intervention,” Smart Learning Environments, vol. 12, p. 23, 2025, doi: 10.1186/s40561-025-00377-2.

[32] M. Khalil, J. Wong, B. Wasson, and F. Paas, “Adaptive support for self-regulated learning,” British Journal of Educational Technology, vol. 55, no. 4, pp. 1281–1289, 2024, https://doi.org/10.1111/bjet.13479

[33] S. H. Jin, K. Im, M. Yoo et al., “Supporting students’ self-regulated learning using artificial intelligence,” International Journal of Educational Technology in Higher Education, vol. 20, p. 37, 2023, https://doi.org/10.1186/s41239-023-00406-5

[34] I. Han, H. Ji, S. Jin et al., “Mobile based AI chatbot for self-regulated learning in a hybrid flipped classroom,” Journal of Computing in Higher Education, p. 1-25, 2025, https://doi.org/10.1007/s12528-025-09434-8

[35] H. Shafiee Rad, “Reinforcing L2 reading comprehension…,” Smart Learning Environments, vol. 12, p. 23, 2025, https://doi.org/10.1186/s40561-025-00377-2

[36] Hariyanto et al., “Artificial intelligence in adaptive education,” Discover Education, vol. 4, p. 458, 2025, https://doi.org/10.1007/s44217-025-00908-6

[37] S. Chavdarova-Kostova, “Report on smart education in the republic of Bulgaria,” in Smart Education in China and CEE Countries, Springer, p. 81-108, 2023, https://doi.org/10.1007/978-981-19-7319-2_4

[38] N. T. Nikolinakos, “Launching a European initiative on AI” in EU Policy and Legal Framework for AI, Springer, 2023, p.23-29. https://doi.org/10.1007/978-3-031-27953-9_2

[39] F. Serodes, “Equipping educators and students for the twin transition,” in Teachers Time Management, Springer,p. 57-97, 2025, https://doi.org/10.1007/978-3-031-97864-7_3

[40] L. Fuchs, C. Cuevas-Garcia, and G. Bombaerts, “The societal role of universities,” Tertiary Education and Management, vol. 29, pp. 263–277, 2023, https://doi.org/10.1007/s11233-023-09126-x

[41] C. Wolff et al., “Cross-border projects in digital education ecosystems,” in Mobility for Smart Cities, Springer, p.382-294, 2022, https://doi.org/10.1007/978-3-030-93904-5_39

[42] M. Ebner et al., “Implementing multilingual MOOCs with AI,” in Digital Education: EMOOCS 2025, Springer, pp. 86–119. 2026, https://doi.org/10.1007/978-3-032-00056-9_15

[43] J. N. Rolf, “Educational cooperation,” in Central Asia in a Multipolar World, Springer, pp. 176–198.2024, https://doi.org/10.1007/978-3-031-63727-8_28

[44] L. Ripoll González et al., “Managing stakeholder involvement in place branding: the need for network management,” Place Branding and Public Diplomacy, vol. 21, pp. 143–156, 2025, https://doi.org/10.1057/s41254-024-00384-z

[45] J. Traxler and P. Jandrić, “Decolonising educational technology,” in Geopolitics of Postdigital Educational Development, Springer, p. 163-196, 2025, https://doi.org/10.1007/978-3-031-99378-7_9

[46] C. Papakostas, C. Troussas, and C. Sgouropoulou, “AI-enhanced augmented reality in education,” in Special Topics in AI and AR, Springer, 2024, https://doi.org/10.1007/978-3-031-52005-1_2

[47] M. A. S. Khasawneh et al., “Portfolio assessment in AI-enhanced learning environments,” Language Testing in Asia, vol. 15, p. 5, 2025, https://doi.org/10.1186/s40468-025-00345-0

[48] M. M. Daher and F. Ziade, “Technology, workforce, and sustainable work,” in Navigating Business, Sustainability and Technology, Springer, p. 119-136, 2023, https://doi.org/10.1007/978-981-99-8572-2_6

[49] R. A. Rahimi and G. S. Oh, “Rethinking the role of educators in the 21st century,” Journal of Marketing Analytics, vol. 12, pp. 182–197, 2024, https://doi.org/10.1057/s41270-024-00303-4

[50] Ajani, O.A., Gamede, B.T., Bansal, R. (2024). Challenges and Opportunities of Integrating Industry 5.0 and Emerging Technologies in Higher Education for Enhancing Employability Skills. In: Chakir, A., Bansal, R., Azzouazi, M. (eds) Industry 5.0 and Emerging Technologies. Studies in Systems, Decision and Control, vol 565. Springer, pp. 36–56..2024 Cham. https://doi.org/10.1007/978-3-031-70996-8_11