The importance of mobile technologies in the educational process has directed the attention of many researchers to this field and has created an important body of academic research. The main purpose of this study is to determine the effect of mobile learning on students' learning performance. In this study, the meta-analysis method was employed. The literature was reviewed through different databases in order to access the relevant researches within the scope of the study. After reviewing the literature, study aspects and inclusion criteria were applied. The studies to be included in the meta-analysis were examined, and 104 studies conducted between the years of 2009 and 2019 that met the inclusion criteria were subjected to a meta-analysis. Education level, course/subject and the implementation period of the studies were determined as moderating variables. The sample of the study consists of 7,568 participants. As a result of the analysis performed according to the random effects model, the mean effect size value was calculated as 0.85 with an error of 0.07. It was determined that there was no publication bias in the meta-analysis. According to the results of the moderator analysis, it was found that the effect of mobile learning on the learning performance of the students did not change according to the education level and the implementation period, but it changed according to the course/subject. In addition to the aforementioned research results, this article also contains descriptive analysis of the results of the studies included in the meta-analysis.
The purpose of this study is to investigate whether off-task multitasking activities with mobile technologies, specifically social networking sites and short messaging services, used during real-time lectures have an effect on grade performance in higher education students. Two experimental groups and one control group were used in this research. While participants in experimental groups 1 and 2 were allowed to navigate Facebook and to exchange short messaging service messages via mobile phones during real time in class lecturing, the control group participants were allowed to take notes using only pen and paper in the same lecturing conditions during three consecutive experimental sessions. The results showed that when students were given the opportunity of non-lecture-related multitasking using mobile phones writing/sending short messaging services and looking at Facebook profiles/reading news feed/looking at shared multimedia/reading wall messages during the lecture, their grade performance was hindered compared to traditional pen and paper note-taking. Engaging in social media use while trying to follow instruction may reduce learners' capacity for cognitive processing causing poor academic performance.
In this study, a flipped classroom was compared with blended learning and face-to-face learning environments and the aim was to identify the effect of these learning environments on students' achievements, academic engagement and satisfaction levels. Based on this aim, one control and two experimental groups were formed. The students in Experiment-I learned the theoretical aspect of the course through the materials in the online learning environment which were prepared prior to the class study time in context with the "flipped classroom". The students in Experiment-II learned the theoretical aspect of the course in the classroom in accordance with the blended learning model and fulfilled active learning activities out of class study time. The students in the control group learned the theoretical aspect of the course in the classroom according to the current curriculum and conducted active learning activities at their homes. It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores for those in the control group and the differences between the groups were statistically significant. It was revealed that the students were also generally satisfied with the flipped classroom.
Bu araştırmanın amacı, eğitimde robotik uygulamaların kullanımına yönelik yapılan çalışmaları farklı değişkenler açısından incelenmesidir. Araştırma kapsamında 142 çalışma incelenmiş olup verilerin toplanmasında doküman incelemesi, analizinde içerik analizi yöntemi kullanılmıştır. Çalışmada ayrıca elde edilen verileri tamamlamak amaçlı meta-tematik analizler yapılmıştır. Araştırmanın sonuçları yapılan çalışmaların genellikle ortaokul kademesinde, makale yayın türünde, Bilişim Teknolojileri alanında ve orta örneklem üzerinden gerçekleştiği belirlenmiştir. Ayrıca ilgili yayınlarda 2013 yılından bu yana istikrarlı bir artış olduğu, nicel ve karma araştırma yöntemlerinin tercih edildiği, uygulama süresinin 5-8 hafta sürecinde yoğunlaştığı ortaya çıkmıştır. Diğer yandan eğitimde robotik uygulamaları kullanımının motivasyon, tutum, üst düzey düşünme ve akademik başarıya olumlu etkileri olduğu görülmüştür. Devre kurmakta zorlanma, bağlantı problemleri, maliyetli olması, bilişsel yorgunluk eğitsel robotik uygulamaların bazı sınırlılıkları olarak tespit edilmiştir.
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