Mobile learning (M-learning) is considered as a development process of Electronic learning
(E-Learning) that used to meet some of issues in E-learning such as wireless environment and
accessibility. In spite of having many benefits and advantages for using M-learning, many challenges
and issues still facing mobile learning technology to become a part of most of the Higher Education
Institutions (HEIs) strategies. This paper aims to examine the barriers to M-learning adoption by HEIs
in Malaysia. To do so, a quantitative research methodology was used in data collection. Online
questionnaire was distributed by e-mail to 150 respondents in three universities. The result analysis
brought out that mobile storage size, limitation of mobile memory and mobile battery life are the main
barriers of using mobile in learning process.
Autism is a neurological disorder that affects the growth of mind, causing problematic measure in communicating, interacting, and social behaviour. Outstanding educational practices and rapid intermediation leads to vast improvement, as there is no remedy for autism. The main impairment of children with autism is their difficulty in social interaction. The main research is to recognize the effective learning approach in educating social interaction skills to children with autism using mobile technology. This paper presents the result of a engagement session of video modules to support social interaction training for children with autism. The modules are designed to be a part of a mobile application that will be developed based on the three basic interaction skills; Introducing Yourself, Emotions and Gestures. Engagement session was conducted where students with medium functioning Autism Spectrum Disorder (ASD), aged 7-18 years watched the modules for social competence training during a single session. Outcome measures included an observation study of the student’s reactions towards the modules by two observers. The observers graded each student’s reactions using a ‘Social Skill Rubric’ that has five specific criteria to be scored. Results showed excellent acceptance of modules as well as strong preferences amongst them. The students revealed a range of different reactions towards the modules. However, mainly the modules do appeared to be effective in educating social interaction to children with autism as they are able to focus and enjoy in the learning process.