The study explores the role and impacts of capacity building and training interventions to improve undergraduate students’ knowledge of mobile application technology. A cross-sectional study was carried out among undergraduate students at David Umahi Federal University of Health Science. Their knowledge pre-and post-capacity building and training intervention was assessed using a structured questionnaire distributed to the participants. The findings reveal that half of the participants (52.78%) spend 4-6 hours on their smartphones, suggesting high intensity of engagement. In addition, the YouTube mobile app dominates the mobile applications used and downloaded by students for educational purposes. However, the majority of participants lack awareness (51.39%) of capacity-building and training interventions, suggesting a critical knowledge gap for skill development. Assessment results of the post-capacity building and training intervention reveal that the training was highly accepted by the participants (80%) and the concept of mobile application technology was clearly explained (87.5%). Moreover, participants (91.7%) reported high confidence in using the introduced mobile applications after the training and can deploy them for collaboration (76.4%). In addition, the majority of the participants (94.4%) agree to explore the mobile apps beyond the training and introduce them to their peers. Overall, the results obtained indicate a remarkable performance across different aspects of the assessment (82-94%) and show that the capacity building and training intervention was highly effective and needs to be extended to both students and staff. The study recommends technology-based learning, integrating mobile application technology into the university academic programmes to improve students' skills and competencies, and further structured training interventions to strengthen mobile application technology adoption for learning.

Keywords- mobile applications, mobile learning, capacity building, students’ academic performance, technology-enhanced learning