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1	Effectiveness of mobile apps to improve urinary incontinence: a systematic review of randomised controlled trials
	Widdison, Renee; Rashidi, Amineh; Whitehead, Lisa
	In: Research outputs 2022 to 2026 (2022)
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2	Promoting Health via mHealth Applications Using a French Version of the Mobile App Rating Scale: Adaptation and Validation Study
	Saliasi, Ina; Martinon, Prescilla; Darlington, Emily...
	In: ISSN: 2291-5222 ; JMIR mHealth and uHealth ; https://hal-univ-lyon1.archives-ouvertes.fr/hal-03331985 ; JMIR mHealth and uHealth, JMIR Publications, 2021, 9 (8), pp.e30480. ⟨10.2196/30480⟩ (2021)
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3	Évaluation de dispositifs numériques innovants pour l’apprentissage de la lecture et de l’anglais : une expérimentation longitudinale en condition écologique
	Mandin, Sonia; Loiseau, Mathieu; Bailly, Gérard...
	In: SFERE 2021 - 2ème édition du Colloque de SFERE-Provence ; https://hal.univ-grenoble-alpes.fr/hal-03187570 ; SFERE 2021 - 2ème édition du Colloque de SFERE-Provence, Mar 2021, Marseille, France (2021)
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4	MOBILE APPS FOR RUSSIAN LANGUAGE LEARNING
	Torresin, Linda
	In: MOOCs, Language learning and mobility, design, integration, reuse ; https://hal.archives-ouvertes.fr/hal-03215460 ; MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Online Conference, Italy (2021)
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5	台灣大學生對多媒體英文學習看法與學習成效之研究 ; A Research of Taiwanese College Students' Perceptions toward Using Multimedia in English Learning and Its Efficacy
	李婉瑜; LI, WAN-YU. - 2021
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6	Dictionaries Integrated into English Learning Apps: Critical Comments and Suggestions for Improvement
	Huang, Fang; Tarp, Sven
	In: Lexikos; Vol. 31 (2021); 68-92 ; 2224-0039 (2021)
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7	Crescer em Silêncio: Desenvolvimento de uma app de LGP destinada a crianças ouvintes
	Moreno, Débora Silva. - : Instituto Politécnico de Lisboa, Escola Superior de Comunicação Social, 2021
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8	Collaborative Fieldwork with Custom Mobile Apps
	Bettinson, Mat; Bird, Steven. - : University of Hawaii Press, 2021
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9	Collaborative Fieldwork with Custom Mobile Apps
	Bettinson, Mat; Bird, Steven. - : University of Hawaii Press, 2021
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10	Age and Korean Language Learners' Use of Mobile Applications
	Choo, Sun Young. - 2021
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11	Age and Korean Language Learners' Use of Mobile Applications
	Choo, SunYoung. - 2021
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12	Creem una comunitat a l'aula. Aplicació Android en LSC
	Barea Fernández, Joan. - 2021
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13	Cross-sectional associations of application use and media program viewing with cognitive and psychosocial development in preschoolers
	McNeill, Jade; Howard, Steven J.; Vella, Stewart A....
	In: Test Series for Scopus Harvesting 2021 (2021)
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14	How Students and Principals Understand ClassDojo: Emerging Insights
	DiGiacomo, Daniela Kruel; Greenhalgh, Spencer P.; Barriage, Sarah C.
	In: Information Science Faculty Publications (2021)
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15	Evaluating the use of mobile technologies for language learning purposes
	Rosell Aguilar, Fernando. - : Universitat Politècnica de València, 2021
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16	Dictionaries Integrated into English Learning Apps: Critical Comments and Suggestions for Improvement
	Fang Huang; Sven Tarp
	In: Lexikos, Vol 31, Pp 68-92 (2021) (2021)
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17	The german version of the mobile app rating scale (MARS-G): development and validation study ...
	Messner, Eva-Maria; Terhorst, Yannik; Barke, Antonia. - : Universität Ulm, 2020
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18	A Blended Learning System to Improve Motivation, Mood State, and Satisfaction in Undergraduate Students: Randomized Controlled Trial
	Lozano Lozano, Mario; Fernández Lao, Carolina; Cantarero Villanueva, Irene; Noguerol, Ignacio; Álvarez Salvago, Francisco; Cruz Fernández, Mayra; Arroyo Morales, Manuel; Galiano Castillo, Noelia. - : Jmir Publications, 2020
	Abstract: Background: Smartphone-based learning, or mobile learning (m-learning), has become a popular learning-and-teaching strategy in educational environments. Blended learning combines strategies such as m-learning with conventional learning to offer continuous training, anytime and anywhere, via innovative learning activities. Objective: The main aim of this work was to examine the short-term (ie, 2-week) effects of a blended learning method using traditional materials plus a mobile app—the iPOT mobile learning app—on knowledge, motivation, mood state, and satisfaction among undergraduate students enrolled in a health science first-degree program. Methods: The study was designed as a two-armed, prospective, single-blind, randomized controlled trial. Subjects who met the inclusion criteria were randomly assigned to either the intervention group (ie, blended learning involving traditional lectures plus m-learning via the use of the iPOT app) or the control group (ie, traditional on-site learning). For both groups, the educational program involved 13 lessons on basic health science. The iPOT app is a hybrid, multiplatform (ie, iOS and Android) smartphone app with an interactive teacher-student interface. Outcomes were measured via multiple-choice questions (ie, knowledge), the Instructional Materials Motivation Survey (ie, motivation), the Profile of Mood States scale (ie, mood state), and Likert-type questionnaires (ie, satisfaction and linguistic competence). Results: A total of 99 students were enrolled, with 49 (49%) in the intervention group and 50 (51%) in the control group. No difference was seen between the two groups in terms of theoretical knowledge gain (P=.92). However, the intervention group subjects returned significantly higher scores than the control group subjects for all postintervention assessed items via the motivation questionnaire (all P<.001). Analysis of covariance (ANCOVA) revealed a significant difference in the confusion and bewilderment component in favor of the intervention group (P=.01), but only a trend toward significance in anger and hostility as well as total score. The intervention group subjects were more satisfied than the members of the control group with respect to five out of the six items evaluated: general satisfaction (P<.001), clarity of the instructions (P<.01), clarity with the use of the learning method (P<.001), enough time to complete the proposed exercises (P<.01), and improvement in the capacity to learn content (P<.001). Finally, the intervention group subjects who were frequent users of the app showed stronger motivation, as well as increased perception of greater gains in their English-language competence, than did infrequent users. ; Educational Innovation Unit of the University of Granada, Spain 16-54 ; University of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES)
	Keyword: Education; Health occupations; Learning; Mobile apps; Students; Teaching
	URL: http://hdl.handle.net/10481/64218 https://doi.org/10.2196/17101
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19	Use of Apps as tools for acquiring language skills
	Grande Gil, José Antonio; Santisteban Fernández, María; Miguel Sarmiento, Aguasanta. - : IATED, 2020
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20	A mobile health intervention (LifeBuoy App) to help young people manage suicidal thoughts : protocol for a mixed-methods randomized controlled trial
	Han, Jin; McGillivray, Lauren; Wong, Quincy (R19194). - : Canada, JMIR Publications, 2020
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