Enhancing postgraduate students’ learning outcomes through Flipped Mobile-Based Microlearning

Abstract

This study examines the effects of implementing a Flipped Mobile-Based Microlearning (FMM) approach on postgraduate students’ accessibility, engagement, knowledge retention, overall learning experience and academic achievement. A quantitative multiple methods approach was employed, utilising a two-group quasi-experimental design and a survey questionnaire to gather data. The results suggest that the FMM approach may have positive effects on accessibility, engagement, knowledge retention, overall learning experience and final exam scores when compared to the traditional learning approach. The findings support the efficacy of integrating FMM, highlighting its potential for enhancing the learning process and academic outcomes. These results have implications for educational practice and research, emphasising the value of technology-enhanced learning approaches, active and interactive learning experiences and the promotion of student motivation and attitudes towards learning. This study underscores the broader applicability of FMM and suggests its potential for improving educational outcomes across different educational levels and subject areas.

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*Corresponding author. Email: ammzahrani@uj.edu.sa
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Citation: Research in Learning Technology 2024, 32: 3110 - http://dx.doi.org/10.25304/rlt.v32.3110
Research in Learning Technology
Vol. 32, 2024
ORIGINAL RESEARCH ARTICLE
Enhancing postgraduate students’ learning outcomes through Flipped
Mobile-Based Microlearning
Abdulrahman M. Al-Zahrani*
Educational Technology Department, University of Jeddah, Jeddah, Saudi Arabia
(Received: 8 June 2023; Revised: 19 August 2023; Accepted: 20 September 2023;
Published:23 January 2024)
This study examines the effects of implementing a Flipped Mobile-Based Micro-
learning (FMM) approach on postgraduate students’ accessibility, engagement,
knowledge retention, overall learning experience and academic achievement. A
quantitative multiple methods approach was employed, utilising a two-group
quasi-experimental design and a survey questionnaire to gather data. The results
suggest that the FMM approach may have positive effects on accessibility, engage-
ment, knowledge retention, overall learning experience and nal exam scores when
compared to the traditional learning approach. The ndings support the efcacy
of integrating FMM, highlighting its potential for enhancing the learning process
and academic outcomes. These results have implications for educational practice
and research, emphasising the value of technology-enhanced learning approaches,
active and interactive learning experiences and the promotion of student motiva-
tion and attitudes towards learning. This study underscores the broader applicabil-
ity of FMM and suggests its potential for improving educational outcomes across
different educational levels and subject areas.
Keywords: ipped learning; microlearning; postgraduate students’ accessibility,
engagement and knowledge retention
Introduction
The rapid technological advancements have brought about signicant transformations in
various aspects of our lives, including how we live, work and communicate. Educational
institutions have witnessed a growing interest in innovative pedagogical approaches, par-
ticularly those utilising digital technologies, to enhance student learning outcomes.
The integration of digital technologies in education has the potential to revolu-
tionise traditional teaching methods and create more engaging, interactive and per-
sonalised learning experiences for students (Yeung et al., 2021). With the ability to
communicate quickly and efciently with large groups of people, it is not surprising
that emerging technologies are increasingly being integrated into educational settings
to enhance the effectiveness of teaching and learning (Yeung et al., 2021).
With the pervasive availability and adoption of mobile devices, mobile-based
learning has emerged as a exible and accessible mode of education (Kohnke, 2023;
Leong et al., 2021; Yeung et al., 2021). Mobile devices, such as smartphones and

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tablets, provide learners with anytime, anywhere access to learning materials, fostering
a learner-centred environment (Krygier et al., 2022).
Additionally, the emergence of microlearning as an instructional design strategy
has gained attention for its ability to deliver content in bite-sized, easily digestible
units, aligning with learners’ cognitive processes and facilitating better knowledge
retention and accessibility (Hao et al., 2022; Kohnke, 2023; Krygier et al., 2022; Major
& Calandrino, 2018; Shine & Heath, 2020). Microlearning can be simply dened as
gaining knowledge through short, focused learning activities (Raouna, 2023). It deliv-
ers content in small chunks rather than lengthy, complex materials. These bite-sized
learning pieces include short videos, articles or audio clips aiming to convey targeted
concepts, skills or outcomes (Raouna, 2023).
As traditional learning models continue to evolve, innovative teaching approaches
such as ipped learning have shown promise in promoting active learning and student
engagement (Al-Zahrani, 2015; Chang et al., 2015; Foldnes, 2016; Kim & Kim, 2017;
Shine & Heath, 2020). It can be dened as an instructional strategy where the traditional
lectures that would normally occur in class are instead provided outside of class (FLN,
2014). This enables the teacher to utilise class time for more dynamic, interactive and col-
laborative activities that allow students to actively apply concepts and engage with learning
materials (FLN, 2014). Rather than passively receiving information, students are guided
by the teacher to construct their understanding through hands-on learning (Al-Zahrani,
2015). Flipped learning is characterised by the reversal of traditional classroom-based
instruction and homework activities. It is sometimes referred to as the ipped classroom,
backward classroom, reverse teaching or the Thayer method (Shine & Heath, 2020).
The combination of mobile technology and microlearning strategies has the poten-
tial to empower students by providing convenient access to educational resources,
fostering self-directed learning, increasing engagement and improving knowledge
retention, thus positively impacting achievement. By investigating the impact of this
innovative approach, this study aims to contribute to the growing body of research on
effective pedagogical strategies for postgraduate education.
This study delves into the following key aspects: accessibility, examining the ease
of access to educational resources using mobile devices; engagement, assessing the
level of student involvement and active participation; knowledge retention, evaluat-
ing the effectiveness of microlearning in enhancing long-term retention of informa-
tion; overall learning experience, addressing the students’ overall satisfaction with the
course; and academic achievement, measuring the impact of this approach on stu-
dents’ overall academic performance.
Literature review
There has been a growing interest in exploring innovative approaches to enhance the
effectiveness of higher education. One such approach that has gained attention is
the integration of mobile-based microlearning within a ipped learning environment.
This pedagogical strategy shows promise in transforming the traditional learning
experience and improving student outcomes.
The promise of microlearning
Microlearning is a rapidly growing topic in the eld of e-learning and mobile learn-
ing, representing a new learning method within the evolving media ecosystem

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(Hao etal., 2022). It holds great promise in transforming teaching and learning expe-
riences, potentially leading to a paradigm shift and improved educational outcomes
(Wang etal., 2021).
Prominent areas of research within microlearning include higher education, par-
ticularly in second language acquisition, medical education and vocabulary learning
(Hao et al., 2022; Leong et al., 2021; Sankaranarayanan et al., 2023). The increas-
ing number of publications on microlearning corresponds to the growing practical
demand for its use in work-based learning scenarios (Krygier et al., 2022; Leong
etal., 2021; Sankaranarayanan et al., 2023). Sankaranarayanan et al. (2023) conclude
that microlearning has been implemented as an instructional method strategy and
an intervention in various educational contexts, including design, teaching methods,
professional development, blended learning, language acquisition and adult learning.
Mobile-based microlearning involves using mobile devices such as smartphones
or tablets as the primary medium for delivering bite-sized learning materials, often
in the form of multimedia content, quizzes or interactive activities (Hao et al., 2022;
Kohnke, 2023; Krygier et al., 2022; Sankaranarayanan et al., 2023). According to
Markowitz (2020), the essence of microlearning lies in the use of shorter videos
that are easily accessible, helping to minimise distractions during the learning pro-
cess. The creation of microlearning videos goes beyond technological development;
it also involves a creative process that integrates cutting-edge educational ideas and
instructional design methods (Chang et al., 2015). For example, a study by Ma et al.
(2021) found that the experimental group, which utilised microlearning with knowl-
edge maps, exhibited higher levels of learning engagement, performance and a more
comprehensive knowledge structure compared to the control group.
Microlearning encompasses various methods, including podcasts, videos, info-
graphics and ashcards (Kohnke, 2023). Unlike traditional classroom learning, these
methods offer the advantage of delivering learning material in small, easily digestible
chunks that cater to the busy schedules of learners and allow for exible, self-paced
learning experiences (Kohnke, 2023; Major & Calandrino, 2018; Rad, 2023; Shine &
Heath, 2020). Microlearning videos, for instance, provide visual and auditory engage-
ment (Kohnke, 2023). Whilst these videos can be standalone, the nature of microle-
arning encourages students to complete additional tasks related to the video content
(Krygier et al., 2022).
Implementing microlearning effectively helps prevent information overload and
reduces anxiety that may arise from high demands placed on learners (Krygier et al.,
2022). Furthermore, microlearning offers the potential for more effective and enjoy-
able learning experiences due to its exible nature (Gill et al., 2020). Students can
learn at their own pace and have the freedom to access learning materials anytime and
anywhere, leading to enhanced engagement and convenience (Gill et al., 2020). Micro-
learning promotes effective learning by presenting information in a manner conducive
to better comprehension, knowledge retention and application of knowledge (Major
& Calandrino, 2018).
However, despite the appealing advantages of microlearning, there are several dis-
advantages that should be carefully considered. ‘The success of microlearning tech-
niques is closely related to the personal characteristics of learners, teachers’ propensity
to use digital technology, and external factors such as access to learning materials’
(Sozmen, 2022, p. 39). In this essence, microlearning can be unsuccessful for acquiring
complex skills and behaviours that require extensive practice over time (Díaz Redondo
et al., 2021; Jomah et al., 2016; Skalka & Drlík, 2018). Additionally, it may provide

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insufcient opportunities for application and feedback, as the brevity of microles-
sons may foster misconceptions around multitasking and real learning (Jomah et al.,
2016). Finally, short microlessons alone cannot provide the depth of processing and
retention needed for meaningful understanding and behavioural change compared to
longer and more integrative methods (Díaz Redondo et al., 2021; Jomah et al., 2016).
Accordingly, for learners to fully comprehend new concepts, adequately connect them
to prior knowledge and strengthen cognitive processes to ensure knowledge retention,
they need to dedicate ample time to practicing and applying the new concepts and
materials (Díaz Redondo et al., 2021). Simply exposing learners to concepts without
opportunities for repeated practice and concrete implementation will not guarantee
permanent learning or skill development (Díaz Redondo et al., 2021).
Flipped learning
Flipped learning is a pedagogical approach that challenges traditional teaching meth-
ods. In traditional teacher-dominated instruction, the emphasis is on the teacher
delivering knowledge to students, leaving limited time for student-centred activities in
the classroom (Fidan, 2023; Foldnes, 2016). This approach restricts students’ oppor-
tunities to engage in activities tailored to their individual learning needs and progress
at their own pace (Fidan, 2023; Foldnes, 2016). In contrast, the ipped classroom
model can be implemented in various educational settings and disciplines, offering
exibility and adaptability (Bergmann & Sams, 2012). Bergmann and Sams (2012)
highlight the signicant advantage of the ipped classroom approach, which can be
customised to meet the specic needs and learning goals of students, regardless of
their background or subject matter.
Bishop and Verleger (2013) identify two key movements related to the integration
of information technology into education. The rst is the global technological move-
ment, which enables the cost-effective integration of technology in education. The
second is the ideological movement, in which ideas and concepts related to education
are disseminated through technological channels.
Flipped learning has emerged as an innovative teaching and learning method
within the broader framework of blended learning (Al-Zahrani, 2015; Hae ja & Chun,
2016). It emphasises learner-centred interactive learning, moving away from tradi-
tional teacher-centred lecturing approaches (Al-Zahrani, 2015; Fidan, 2023; Kim &
Kim, 2017). Flipped learning also facilitates the development of self-regulated learn-
ing strategies and various skills amongst students (Öztürk & Çakıroğlu, 2021).
The ipped learning environment represents a shift from the traditional classroom
model, where students engage with instructional content before attending class ses-
sions, allowing for more interactive and collaborative activities during face-to-face ses-
sions (Al-Zahrani, 2015; Chang et al., 2015; Fidan, 2023; Foldnes, 2016; Kim & Kim,
2017; Rad, 2023; Shine & Heath, 2020; Yeung et al., 2021). This approach promotes
active engagement and deeper understanding of the subject matter (Al-Zahrani, 2015;
Kim & Kim, 2017). It combines online and ofine learning methods by utilising video
lectures and other resources for initial out-of-classroom learning, followed by prob-
lem-solving activities during in-class sessions (Al-Zahrani, 2015; Fidan, 2023; Foldnes,
2016; Kim & Kim, 2017). The ipped learning approach incorporates elements of
problem-based learning, active learning, constructionism and direct instruction (Kim
& Kim, 2017). By integrating student-centred and teacher-guided approaches, ipped

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learning aims to provide a comprehensive educational experience that fosters active
engagement, collaboration, critical thinking, creativity and knowledge construction
(Al-Zahrani, 2015; Fidan, 2023; Foldnes, 2016; Kim & Kim, 2017).
To effectively implement the ipped classroom model, students need to be equipped
with the necessary skills and resources to engage with e-learning tools (Al-Zahrani,
2015). It is crucial to ensure that students are adequately prepared and supported
in utilising these tools. Additionally, considering the workload of students and their
individual learning needs is essential in designing meaningful and engaging in-class
activities (Al-Zahrani, 2015). Finally, the facilitation of cooperative learning within
the context of ipped learning can contribute to enhanced academic performance
(Foldnes, 2016).
Effectiveness of Flipped Mobile-Based Microlearning
The integration of Flipped Mobile-Based Microlearning (FMM) holds great promise
for enhancing accessibility, engagement and knowledge retention. Research on the
utilisation of ipped learning and microlearning demonstrates that this combination
improves students’ self-regulated learning (Shine & Heath, 2020). The practice of
designing and applying microlearning videos within the context of a ipped class-
room has shown a signicant role in addressing teaching challenges for both teachers
and students (Chang et al., 2015). When well-designed and supported by teachers, this
combination fosters full engagement and active learning (Krygier et al., 2022) whilst
contributing to the improvement of students’ autonomous learning, collaborative
learning abilities and problem-solving skills (Chang et al., 2015).
Moreover, the ipped classroom model based on microlearning has proven effective
in improving teaching quality, stimulating students’ learning interest and enhancing
their enthusiasm (Nan et al., 2017). Scholars such as Rad (2023) and Ibarra-Cabrera
et al. (2021) have demonstrated that microlearning and ipped learning approaches
signicantly improve learners’ skills and motivation for learning. Additionally, Qian
et al. (2021) found that the combination of ipped learning and microlearning, along
with the application of real-life case studies, is a valuable strategy for enhancing learn-
ing outcomes and shaping a more favourable attitude towards learning and practice.
Moreover, the ipped classroom combined with microlearning activities has been
effective in engaging students, maintaining their active participation and creating pos-
itive and enjoyable learning experiences (Dixit et al., 2021).
Furthermore, Hae ja and Chun (2016) found that implementing a ipped learning
approach with mobile-based microlearning led to increased self-esteem, motivation
and interest amongst students who were able to overcome the limitations of time and
space and actively and creatively engage with the learning materials. Zhou and Deng
(2018) concluded that integrating microlearning resources into the ipped classroom
was a practical and effective teaching model that improved students’ learning initia-
tive, enthusiasm and overall learning outcomes. More recently, the ndings of Fidan’s
(2023) study suggest that implementing the ipped classroom with the integration
of microlearning resulted in improved learning performance, intrinsic motivation,
emotional engagement and behavioural engagement. This study also revealed that
the participants had positive perceptions of the benets of microlearning-supported
ipped classrooms, particularly in enhancing their willingness to participate in pre-
class activities.

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Research problem
Despite the growing popularity of mobile-based microlearning (e.g. Hao et al., 2022;
Kohnke, 2023; Krygier et al., 2022; Major & Calandrino, 2018; Shine & Heath, 2020)
and ipped learning approaches in education (e.g. Al-Zahrani, 2015; Chang et al.,
2015; Foldnes, 2016; Kim & Kim, 2017; Shine & Heath, 2020), there is a research
gap in understanding the specic impact of combining these strategies, specically on
postgraduate students.
Whilst some studies have explored mobile learning or microlearning in education,
there is a lack of comprehensive research examining the combined effect of FMM
on postgraduate students’ accessibility, engagement, knowledge retention and aca-
demic achievement. Most of the existing research focuses on leveraging self-regulated
learning (Shine & Heath, 2020), addressing teaching challenges (Chang et al., 2015),
enhancing active learning (Krygier et al., 2022), improving problem-solving skills
(Chang et al., 2015), enhancing enthusiasm (Nan et al., 2017) and promoting learners’
skills and motivation (Ibarra-Cabrera et al., 2021; Rad, 2023).
Research aim and scope
This study aims to address this gap by focusing on the unique context of postgradu-
ate education and providing evidence-based insights into the effectiveness and impli-
cations of a ipped learning and integrated mobile-based microlearning approach.
By doing so, it seeks to contribute to the limited existing knowledge and inform the
design and implementation of effective educational interventions for postgraduate
students.
Therefore, this study specically addresses the impact of FMM on postgraduate
students’ accessibility, engagement, knowledge retention and academic achievement.
Research question
The main research question that guides the inquiry is:
• RQ: To what extent does FMM enhance postgraduate students’ learning pro-
cess in terms of accessibility, engagement, knowledge retention, overall learning
experience and academic achievement?
Methodology
This study implemented a quantitative multiple methods approach to answer the
research key question.
Research design
The study design included two main sequential phases. The rst phase consisted of a
two-group quasi-experimental design as follows:
(1) Traditional group: This group consisted of 10 students and was taught using a
lecture-based approach focused on traditional and blended learning activities,

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such as lecturing and PowerPoint presentations. Regular assignments were
given after each lecture.
(2) FMM group: This group included nine students and was provided with short
videos and quizzes outside the ofcial lecture time through a mobile instant
messaging application (WhatsApp group). Lecture time is dedicated to discus-
sions, problem-solving and group learning. The lecturer’s role is to facilitate
conditions and guide these activities. An illustration of the study design is pre-
sented in Figure 1.
The two groups were equal and similar at baseline across the key characteristics of
academic performance, Grade Point Average (GPA), technology literacy, mobile and
internet access and background. Both groups consisted of postgraduate students
enrolled in the same course. This equivalence between the traditional and FMM
groups allowed for a meaningful comparison of the different instructional approaches.
In the second phase, a survey questionnaire was developed, consisting of 10 items
distributed across four major sections, to assess both groups’ views and attitudes
Figure 1. e study design.

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towards accessibility, engagement, knowledge retention, as well as their overall satis-
faction with the learning processes in the course. See (Appendix 1).
Also, the nal exam test was an integral component of the evaluation process. The
exam consisted of a combination of multiple-choice questions, short-answer ques-
tions and essay questions. The questions were designed to cover various topics and
concepts taught throughout the course, ensuring a comprehensive assessment of the
students’ understanding. The exam results provided valuable insights into the stu-
dents’ academic achievement.
Sampling and participants
This study was conducted in higher education institutions. A total of 19 postgraduate
students enrolled in the E-Learning Resources’ course (ETEC-605) during the aca-
demic year 2023 were selected for this study.
Postgraduate education is a crucial phase in a student’s academic journey, typ-
ically involving advanced coursework, research activities and specialised training.
However, postgraduate students face various challenges, including time constraints,
demanding schedules and the need to balance multiple responsibilities. By incorporat-
ing FMM, exible learning opportunities can be provided to postgraduate students,
allowing them to access course content anytime and anywhere, which can accommo-
date their busy lifestyles.
Ethical approval for this research has been obtained from the Faculty of Educa-
tion at the University of Jeddah. Postgraduate students have been informed about
their participation and have provided their informed consent, indicating their will-
ingness to take part in the current study. Participant condentiality and anonymity
are preserved at all stages through data protection measures, upholding ethical stan-
dards. Any data gathered remain entirely condential and are only used for research
purposes only.
Validity and reliability
The validity of the questionnaire was examined by three scholars in the eld of edu-
cational technology and higher education. These experts provided suggestions and
approved changes to ensure the questionnaire’s validity.
To assess the reliability of the questionnaire, Cronbach’s alpha coefcient was cal-
culated, resulting in a value of α = 0.86. This indicates a good level of internal consis-
tency, suggesting that the questionnaire items are measuring the intended construct
consistently.
Results
Descriptive analysis
Table 1 presents an overview of the results for the two groups. The Traditional group,
consisting of 10 participants, had lower mean scores across all measures compared to
the FMM group, which consisted of nine participants.
These results suggest that the FMM approach was associated with higher levels of
accessibility, engagement, knowledge retention, overall learning experience and aca-
demic achievement compared to the traditional approach.

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Testing signicant differences
An independent samples t-test was performed to compare the means of the two inde-
pendent groups in the study, namely, the control group (Group 1) and the experimen-
tal group (Group 2). This analysis included conducting Levene’s test for equality of
variances and t-tests for equality of means. The specic results and statistical values
can be found in Table 2.
The analysis presented in Table 2 provides compelling evidence, suggesting that
the FMM approach outperforms the traditional learning approach across all mea-
sured dimensions, including accessibility, engagement, knowledge retention, overall
learning experience and nal exam scores. The results indicate signicant differences
between the two groups in each measure, as evidenced by the t-test statistics and cor-
responding p-values:
(1) Accessibility: t(17) = −4.37, p < 0.001
(2) Engagement: t(17) = −5.71, p < 0.001
(3) Knowledge retention: t(17) = −4.78, p < 0.001
(4) Overall learning experience: t(17) = −4.07, p < 0.001
(5) Final exam scores: t(17) = −3.41, p = 0.003
Table 1. Overview of the groups’ results.
Group MSD
Group 1: Traditional (N = 10) Accessibility 3.33 0.54
Engagement 3.63 0.33
Knowledge retention 3.73 0.47
Overall learning experience 3.70 0.67
Final exam scores 76.80 8.70
Group 2: FMM (N = 9) Accessibility 4.33 0.44
Engagement 4.56 0.37
Knowledge retention 4.67 0.37
Overall learning experience 4.78 0.44
Final exam scores 87.89 4.59
Table 2. Independent samples t-tests.
Dimensions Levene’s
Test
t-Test for equality of means
FSig. tdf Sig.
(2-tailed)
Mean
difference
Std.
error
difference
95%
Condence
Lower Upper
Accessibility Equal
variances
assumed
0.051 0.824 −4.37 17 0.000 −1.00 0.23 −1.48 −0.52
Engagement 0.348 0.563 −5.71 17 0.000 −0.92 0.16 −1.26 −0.58
Knowledge
Retention
0.842 0.372 −4.78 17 0.000 −0.93 0.20 −1.35 −0.52
Learning
Experience
2.561 0.128 −4.07 17 0.001 −1.08 0.27 −1.64 −0.52
Final Exam
Scores
3.073 0.098 −3.41 17 0.003 −11.09 3.25 −17.95 −4.23

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These ndings indicate that the observed differences between the two groups are highly
unlikely to occur by chance alone. The results provide robust support for the effec-
tiveness of the FMM approach in enhancing various aspects of the learning process.
Discussion
This study investigated the impact of an FMM approach on postgraduate students. A
two-phase quantitative study was conducted, using a quasi-experimental design and
a survey questionnaire.
The results suggest that the mobile-based microlearning approach in a ipped
learning environment may have yielded better outcomes compared to traditional
learning, including student-perceived improvements in accessibility, engagement,
knowledge retention, overall learning experience and better nal exam scores. The
ndings support the idea that implementing FMM enhances the learning process.
The mobile-based microlearning group reported higher accessibility and engagement,
whilst also demonstrating better knowledge retention. The overall learning experience
was more positive for the mobile-based microlearning group, and their nal exam
scores were signicantly higher.
These results contribute to the existing literature on pedagogical strategies, empha-
sising the benets of FMM and its potential to enhance the learning process and edu-
cational outcomes (e.g. Chang et al., 2015; Krygier et al., 2022; Shine & Heath, 2020).
Postgraduate students in the FMM group reported higher levels of accessibility,
indicating that they were able to easily access learning materials at their convenience.
The use of mobile-based microlearning allows students to conveniently access learn-
ing materials at their own pace (Hao et al., 2022; Markowitz, 2020). Additionally,
they exhibited higher levels of engagement, suggesting active involvement and inter-
est in the learning process. The combination of mobile-based microlearning and the
ipped learning environment fosters active involvement and interest amongst students
(Chang et al., 2015; Fidan, 2023; Krygier et al., 2022; Ma et al., 2021; Sankarana-
rayanan et al., 2023).
Moreover, the mobile-based microlearning group demonstrated better self-reported
knowledge retention, indicating that the approach facilitated the retention and appli-
cation of acquired knowledge. Research indicates that the mobile-based microlearning
approach promotes better knowledge retention and application (Chang et al., 2015; Hao
et al., 2022). The overall learning experience was also reported to be more positive in
the mobile-based microlearning group, suggesting that the combination of mobile-based
microlearning and ipped learning created a more engaging, motivated, enjoyable and
effective learning environment. The literature shows that the integration of FMM creates
an engaging and effective learning environment, resulting in a positive learning experi-
ence and thus leading to better outcomes (Dixit et al., 2021; Fidan, 2023; Hae ja & Chun,
2016; Hao et al., 2022; Ibarra-Cabrera et al., 2021; Nan et al., 2017; Qian et al., 2021;
Rad, 2023; Sankaranarayanan et al., 2023; Zhou & Deng, 2018).
Furthermore, the nal exam scores of the mobile-based microlearning group were
signicantly higher than those of the traditional learning group. This suggests that
the mobile-based microlearning approach, when integrated into a ipped learning
environment, can contribute to improved academic achievement. Similar studies have
shown that the mobile-based microlearning approach, when integrated into a ipped
learning environment, positively impacts students’ academic achievement (e.g. Fidan,

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2023; Hao et al., 2022; Qian et al., 2021; Sankaranarayanan et al., 2023; Zhou &
Deng, 2018).
In summary, these results contribute to the existing body of literature on inno-
vative pedagogical strategies by providing evidence of the benets of FMM. The
ndings highlight the potential of this approach to enhance various aspects of the
learning process and improve educational outcomes.
Conclusions and implications
In conclusion, the study’s ndings provide evidence for the effectiveness of FMM
in enhancing the learning process for postgraduate students. The results consistently
showed that the mobile-based microlearning group outperformed the traditional
learning group across multiple dimensions, including accessibility, engagement,
knowledge retention, overall learning experience and academic achievement.
The signicant differences observed between the two groups indicate that the
FMM approach yields superior outcomes compared to traditional learning methods.
These ndings contribute to the growing body of literature on innovative pedagogical
strategies and highlight the potential of FMM to improve educational outcomes.
This study emphasises the importance of incorporating technology and active
learning strategies into postgraduate students’ education to enhance accessibility,
promote student engagement and facilitate knowledge retention. The mobile-based
microlearning approach, combined with the ipped learning model, provides students
with exible and convenient access to learning materials, fosters active engagement
with the content and supports the application of knowledge in real-world contexts.
The implications of these ndings extend beyond the specic context of postgrad-
uate students’ education, as FMM has the potential to be applied across different
educational levels and subject areas. Also, the ndings of this study have several impli-
cations for educational practice including the following.
First, the effectiveness of FMM highlights the potential of technology-enhanced
learning approaches. Educators can consider incorporating these strategies into their
instructional design to enhance the accessibility, engagement and knowledge reten-
tion of students. By leveraging mobile devices and online platforms, learning mate-
rials can be delivered in bite-sized and easily digestible formats, allowing students to
learn at their own pace and convenience.
Second, the positive outcomes observed in the mobile-based microlearning group
emphasise the importance of active and interactive learning experiences. The ipped
learning model encourages students to engage with learning materials before class,
enabling more meaningful and interactive discussions and activities during face-to-
face sessions. This approach promotes student engagement, critical thinking, cre-
ativity and collaborative problem-solving skills, which are essential for their overall
learning experience and academic achievement.
Furthermore, the ndings suggest that the integration of FMM can have a sig-
nicant impact on postgraduate students’ motivation and attitudes towards learning.
By providing students with exible access to educational resources and promoting
active participation in the learning process, this approach can enhance their intrinsic
motivation, self-esteem and enjoyment of learning. This has implications for foster-
ing a positive learning environment and promoting lifelong learning habits amongst
postgraduate students.

A.M. Al-Zahrani
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In summary, the implications of this study suggest that educators and institutions
should consider integrating FMM as a means to enhance the learning experience and
outcomes of postgraduate students. By leveraging technology and active learning strat-
egies, educators can promote accessibility, engagement and knowledge retention, ulti-
mately fostering a positive and effective learning environment for postgraduate students.
Limitations and research directions
Despite the insights gained from this study, there are some limitations that should be
considered. First, this study focused specically on postgraduate students, who nor-
mally enrol in courses in small numbers, so the ndings may not generalise to other
educational levels or student populations. Additionally, the small sample size limits
the conclusions that can be drawn. The effectiveness of FMM may vary across differ-
ent contexts, disciplines and student characteristics. Future research should explore
these variations with larger sample sizes to provide a more comprehensive under-
standing of FMM’s applicability.
Second, this study employed a quantitative research design, basically relying on
self-reported measures to assess the outcomes. Whilst this approach allows for statis-
tical analysis and comparison between groups, it may not capture the nuanced aspects
of the learning experience or provide in-depth insights into students’ perceptions and
attitudes. Including qualitative methods, such as interviews, could provide a richer
understanding of the students’ experiences and shed light on the mechanisms behind
the observed effects.
Another limitation is the relatively short duration of the study. The impact of
FMM may unfold over a longer period, and long-term effects on students’ academic
performance and professional development may differ from the immediate outcomes
measured in this study. Longitudinal studies that follow students over an extended
period would provide more robust evidence of the sustainability and long-term ben-
ets of this approach.
Finally, this study did not explore the specic instructional design strategies or con-
tent of the mobile-based microlearning materials. The effectiveness of this approach
may depend on the quality and relevance of the learning materials, as well as the
pedagogical strategies used to engage students. Future research could delve into these
factors to provide more specic guidance on the design and implementation of FMM.
To sum up, this study highlights the need for further investigation into the design
and implementation of effective educational interventions for this specic student
population (i.e. postgraduate students). Future research can explore additional vari-
ables, such as the role of instructor support, student learning preferences and the
long-term effects of this approach on students’ academic and professional develop-
ment. Furthermore, future research should continue to explore and rene the imple-
mentation of FMM, considering factors such as instructional design, technological
support and individual learner characteristics.
Declarations
Availability of data and materials
The datasets used and/or analysed in this study are available from the corresponding
author upon reasonable request.

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Funding
No funds, grants or other support was received.
Acknowledgements
Not applicable.
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Appendix 1
Survey on learning experience in both the experimental and control groups: accessibil-
ity, engagement, knowledge retention and overall learning experience
Please rate the following statements based on your experience.
(Strongly Disagree / Disagree / Neutral / Agree / Strongly Agree)
Accessibility
(1) I had easy access to the required learning materials.
(2) The learning materials were easily accessible through the provided resources.
(3) I had the necessary resources and tools to engage with the course content
effectively.
Engagement
(1) I actively participated in classroom discussions or activities.
(2) I found the course content interesting and engaging.
(3) I was motivated to learn and explore the subject matter.
Knowledge retention
(1) I feel condent in my understanding and retention of the course content.
(2) I can apply the knowledge gained from this course to practical situations.
(3) I believe I will remember and retain the knowledge from this course in the long
term.
Overall learning experience
(1) I am overall satised are you with learning experience in this course.