Mobile learning is the most popular platform of learning and education nowadays. One of these strategic projects is "Kelas Maya" (virtual-class system) in Terengganu state in Malaysia. Six primary schools there are presently using the module. This case study chose Sekolah Kebangsaan Paya Bunga from schools in Terengganu for this case study. The objectives of this study are to verify students' attitude about e-learning and the real impact of virtual classroom system at the level of students' academic achievement as well as to determine the change achieved by this system on the habits of school students. Eighty students studied in SK Paya Bonga (thirty-one boys and forty nine girls) via the Kelas Maya system. After collecting information about student academic achievement and attendance to school and discipline in general, the researcher made a comparison between student's achievement before and after using the virtual class. The comparison shows an increase in student academic achievement and also student attendance to the school and their general discipline, which is related to the school ranking on the state level and country level. According to the findings, the researcher recommends that the government continue to apply this system for this level of student, because of the many benefits academic and behavioural.

PERMATA Insan College is a gifted and talented education institution in Islamic Science University of Malaysia. It places the importance of English and Arabic across its curriculum as the main medium of instruction. In the effort to enhance students' language performance, the college implements language teaching and learning with the aid of tablet. This study aims to find out of the effectiveness of language learning among the gifted and talented students of PERMATA Insan College who use smart devices and tablets as the main tool in the classroom. Interviews were conducted among six students with highest and lowest academic achievement in both English and Arabic language. Students' responses were later analysed by identifying commonalities and differences among students, and then these responses were coded and identified by its main themes. Results showed that there were differences between students' perspectives on the use of mobile learning devices to learn English and Arabic in three main themes. The first group believed that mobile learning was an excellent strategy and the best way to learn both languages. Meanwhile, the second group believed that mobile learning was good but still required face to face learning with the language teachers. Finally, the third group believed that mobile learning was not suitable for learning languages as they prefer the traditional language classroom with daily face to face practice.