INTRODUCTION:

Mobile technology becoming one of the most important tools in modern learning environments, the swift development of digital technologies has drastically changed the landscape of higher education. Students' extensive use of smartphones and mobile apps has opened up new avenues for the flexible, accessible, and interactive delivery of educational content. Because they allow students to interact with academic materials outside of traditional classroom settings, educational mobile applications in particular have grown in popularity.

A change from traditional teacher-centered methods to more learner-centred and technology-driven pedagogies is represented by mobile learning, also known as m-learning. Students can access lecture materials, take part in discussions, finish assignments, and work in real time with peers through mobile applications. This adaptability encourages self-directed learning, which is crucial in today's educational systems, and supports a variety of learning styles.

To improve learning outcomes and increase student engagement, higher education institutions have been incorporating mobile learning strategies into their curricula more and more in recent years. Multimedia content, interactive tests, and real-time feedback are some of the features found in educational mobile applications that make learning more interesting and customised. These advancements are in line with the larger movement in education toward digital transformation. However, students' opinions and acceptance of these tools are crucial to the effective use of mobile learning technologies. How well these technologies are utilised for academic purposes depends on how students feel about educational mobile applications. While many students are aware of the advantages of mobile learning, such as accessibility and convenience, some may encounter difficulties with usability, distractions, and technological constraints. Therefore, it is crucial for educators and policymakers to comprehend how students view educational mobile applications. It offers insightful information about how to develop and use mobile learning tools to optimise their efficacy. By investigating students' perceptions through empirical analysis and identifying important factors that affect their adoption and use of educational mobile applications, this study seeks to advance this understanding.

REVIEW OF LITERATURE:

Alrasheedi et al. (2015) carried out a systematic review and found that accessibility, usability and support of institutional as critical success factors for mobile learning implementation. Cheon et al. (2016) highlights the significance of students’ readiness and technological skill in determining their acceptance of mobile learning systems. Al-Emran et al. (2016) indicated that perceived usefulness and easy to use considerably influence students’ attitudes toward mobile learning technologies. Wang et al. (2019) found that behavioral intention to use mobile app for learning is strongly associated with students’ perceptions of their usefulness and usability. Crompton and Burke (2018), indicate that learning through mobile app supports student engagement, motivation, collaboration and autonomy. Gikas and Grant (2019) disclosed that students appreciate the flexibility offered by mobile apps, enabling them to access learning materials and participate in learning activities beyond traditional classroom settings. Bernacki et al. (2020) highlighted that learning through mobile app help students observe their progress and manage their learning tactic efficiently. Martin and Ertzberger (2019) found that mobile app learning can increase academic performance and motivation when integrated into instructional practices. Muthuprasad et al. (2021) observed that students relied greatly on mobile phones to access digital platforms for learning during campus closures. Alturki and Aldraiweesh (2022) found that students revealed positive perceptions toward mobile learning during the pandemic, highlighting their significance in ensuring continuity in education. Naveed et al. (2023) found that the growing integration of learning through mobile with emerging technologies such as AI (artificial intelligence). Valencia-Arias et al. (2024) indicated that mobile learning research has extended globally, reflecting its increasing relevance in new education systems. Gikas and Grant (2019) found that students face distractions from non-academic applications while using smart phones. Almaiah et al. (2020) highlighted that technical issue such as poor internet connectivity and lack of institutional support as obstacle to effective mobile learning adoption. Kacetl and Klímová (2022) indicate that educational mobile applications are efficient language learning contexts, while their usefulness in other disciplines may depend on how they are integrated into teaching practices.

STATEMENT OF THE PROBLEM:

The efficient use of educational mobile applications is still a major challenge, despite the increasing integration of digital technologies in higher education. Despite being widely available and frequently used by students, mobile devices' potential as learning tools is not always fully realised. Mobile applications are frequently used more for entertainment and communication than for educational purposes. The problem of digital distraction is one of the main issues with mobile learning. When using mobile devices, students frequently interact with social media sites, messaging apps, and other non-academic content, which can impair their focus and academic performance. In addition, students' learning experiences may be hampered by technical difficulties like inadequate internet connectivity, restricted device capabilities, and application usability problems. Furthermore, students may not be able to use educational mobile applications effectively if they are not properly guided and trained in their use. The disparity in how students view mobile learning is another important problem. Some students may consider mobile applications to be distractions or superfluous additions to conventional teaching methods, while others may see them as useful educational resources. The degree of adoption and engagement with mobile learning technologies may be impacted by these varying perspectives. In light of these difficulties, empirical research is required to systematically investigate how students view educational mobile applications. Educators and organisations can identify adoption barriers and create strategies to improve the efficacy of mobile learning by comprehending these perceptions. By examining the difficulties related to mobile learning in higher education, identifying important influencing factors, and analysing students' perception, this study fills this gap.

OBJECTIVES OF THE STUDY:

The following are the objectives of the study:

· To know the socio-economic profile of the sample students

· To identify the perception towards educational mobile apps

· To ascertain the variables associated with the level of perception towards educational mobile apps

RESEARCH METHODOLOGY:

The study is based on primary data. The data is collected through a well-structured questionnaire. It contains questions relating to socio-economic of students and perception towards educational mobile apps. A sample of 241 students from higher education in Pollachi Taluk has been selected by adopting random sampling method. Simple Percentage and Chi-Square test have been used to analyze the data.

FINDINGS:

The findings of the study are divided into three sections namely, socio-economic profile of students, perception towards educational mobile apps, and variables associated with the level of perception towards educational mobile apps are showed in the following paragraphs.

(i) Socio - Economic Profile of Students:

Socio-economic profile of students like age, gender, area of residence, number of members in the family, type of college, streams and family income are revealed.

· Majority of the students, 156(64.73%) belong to the age group of up to 22 years.

· Majority 149(61.83%) of the students are female.

· Majority 158(65.56%) of the students are residing in rural area.

· Majority 187(77.59%) of the students is from private institutions.

· Most of the students, 119(49.38%) have 3-4 members in the family.

· Majority 122(50.62%) of the students are from science stream.

· Most 117(48.55%) of the student’s family monthly income is Rs. 50,000-Rs.100000.

(ii) Perception towards Educational Mobile Apps

The table below shows the classification of students based on their level of perception on the various factors of Educational mobile Apps.

Table: 1 Perception towards Educational Mobile Apps

Factors

Strongly Agree

Agree

Disgree

Ease to Use

118

(48.96%)

117

(48.55%)

(2.49%)

Flexibility of Learning (Anytime and Anywhere)

114

(47.30%)

121

(50.21%)

(2.49%)

Easy to Access Course Materials

112

(46.47%)

122

(50.62%)

(2.91%)

Enhances Student Engagement

119

(49.38%)

118

(48.96%)

(1.66%)

Increases Academic Performance

106

(43.98%)

126

(52.28%)

(3.74%)

Supports Collaboration Learning

112

(46.47%)

121

(50.21%)

(3.32%)

Causes Distraction

(40.66%)

119

(49.38%)

(9.96%)

Internet Issues

(39.42%)

122

(50.62%)

(9.96%)

From the above table, it is found that most of the students are strongly agreed with ease of use and enhances engagement. Also, majority of the students are agreed with easy to access course materials, flexibility of learning, increases academic performance supports collaboration learning, causes distraction and internet issues.

(iii) Variables Associated with the Level of Perception towards Educational Mobile Apps

To examine the association between the select variables and students’ perception towards educational mobile apps, the Chi-square test has been employed.

Table: 2 Variables Associated with the Level of Perception towards Educational Mobile Apps

Variables	d.f	Calculated (χ²) Chi-Square Value	Table Value 5% Level
Age	4	11.442	9.488
Gender	2	6.896	5.991
Area of Residence	2	5.388	5.991
Number of members in the family	4	4.799	9.488
Streams	2	7.698	5.991
Family Income	4	9.764	9.488

Six Variables have been taken to analyze the level of perception towards educational mobile apps. Out of six variables the following four variables have significant association with the level of perception towards educational mobile apps (viz.) age, gender, streams, and family income while area of residence and number of members in the family does not have significant association with the level of perception towards educational mobile apps.

SUGGESTIONS:

Based on the findings of the study and the following suggestions are put forth.

· Training may be provided to both faculties and students for effective usage of mobile learning

· Institutions may increase internet infrastructure facility that encourage the students to use mobile learning apps

· Developers should design Educational mobile apps with user-friendly interface to increase usability.

· Distractions should be minimized through academic focused educational mobile app design

CONCLUSION:

This study provides a comprehensive analysis of students’ perceptions toward educational mobile applications based on primary data collected from college students. The findings indicate that mobile learning has become an integral component of modern education, offering significant advantages in terms of flexibility, accessibility, and engagement. Students generally exhibit positive attitudes toward educational mobile applications, recognizing their potential to enhance learning experiences and support academic performance. However, the study also highlights several challenges that limit the effectiveness of mobile learning. Digital distractions, particularly from social media and non-academic applications, remain a major concern. These challenges suggest that the integration of mobile applications into education requires careful planning and implementation. In conclusion, educational mobile applications have the potential to transform higher education by making learning more accessible, interactive, and student-centered.

ACKNOWLEDGEMENT:

This paper has been published using the Seed Money Granted by the Management of NGM College (Autonomous) Pollachi.

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Received on 30.03.2026 Revised on 17.04.2026

Accepted on 02.05.2026 Published on 16.05.2026

Available online from May 18, 2026

Res. J. of Humanities and Social Sciences. 2026;17(2):95-98.

DOI: 10.52711/2321-5828.2026.00018

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Creative Commons License.