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Abstract
Mobile learning is defined as the realization of learning functions in multiple contexts, independent of time and place, with the help of electronic devices. Mobile devices that can be used in education include smartphones, tablet computers, PDAs, laptops or other portable computers, personal digital assistants, audio players, portable game consoles, portable drives and wearable electronic devices. Today, a significant portion of the world's population owns these devices, particularly smartphones and mobile internet access. The use of mobile technology and mobile devices in education is increasing interest in mobile learning. Mobile learning provides individuals with the opportunity for personalization, flexibility, and independence, thanks to the portable features of mobile devices and their facilitation of social interaction and communication. In this context, mobile learning applications significantly support learning.Mobile learning allows all segments of society (low-income and high-income, educated and uneducated) to easily access information. Mobile learning provides students with the convenience of studying without the limitations of time and place. In addition, because students can learn at their own pace, they can understand the subjects better and continue learning. To achieve success in these areas, attention and focus are critical variables for mobile learning. In mobile learning environments, attention and focus are key to a successful learning process for students. In light of all these, this study aims to introduce a scale with proven validity and reliability titled “Attention and Focus Scale in the Context of Mobile Learning” to the literature based on research popularity and need. A total of 300 students studying in relevant departments of vocational schools of a state university in Türkiye were identified as the sample group of the study. The scale development process consisted of three stages: (1) Exploratory Factor Analysis, (2) Replication of Exploratory Factor Analysis with a Different Sample, and (3) Confirmatory Factor Analysis. Based on the analysis results, the scale consisted of 20 items and 5 sub-dimensions. These subdimensions were labeled "external and internal distractions," "focus duration," "tasking management," "self-regulation" and "motivational focus".The scale's internal consistency was calculated using Cronbach's alpha, and the results obtained from this data set were found to have high reliability. As a result, it is anticipated that the developed scale will contribute to the literature and can be used as a sample data collection tool for researchers who will conduct studies on the relevant subject.
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