Authentic Mobile Application for Enhancing the Value of Mobile Learning in Organic Chemistry and Its Pedagogical Implications

Talib, Othman; Shariman, Tenku Putri Norishah Tenku; Othman, Ahmad Razi

doi:10.1007/978-981-10-4944-6_13

Cited by 4 publications

(4 citation statements)

References 55 publications

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“…These allow for flexible personalised learning regarding not only the use of diverse digital tools but also the various personal contexts and backgrounds of learners. This is in line with previous research findings, that provided instructions need to be clear (Johnson, Khoo, & Campbell, 2013), simple (Talib et al, 2017), step by step (Ariffin, 2017) and brief (Kumar & Mohite, 2017). While these studies were carried out in different Asian countries, these global requirements for learning instructions may also be applicable in other cultural contexts beyond the region.…”

Section: Clear Succinct Open-ended Instructionssupporting

confidence: 87%

“…Similarly, two-thirds of the cohort (74.5%, n=38) also insisted on the significance of having an instructor in providing feedback and guidance for mistake correction, since there were cases in which apps were unable to provide personalised feedback on what went wrong and how to address them (see Section 4.4). This agreed with the finding that learners found feedback provided by apps inadequate (Talib, Shariman, & Othman, 2017) and not as helpful as teacher feedback (Arnold, 2018).…”

Section: Interaction With Peers and Instructorsupporting

confidence: 80%

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Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Tran¹

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Despite the importance of professional development (PD) and recent government efforts, PD provision for Vietnamese teachers living outside major cities remains a challenge due to distance and costs. Mobile learning offers a potential solution thanks to its capacity to enable learning anytime, anywhere, and this study investigated its use to provide pronunciation PD for Vietnamese tertiary TESOL teachers, since the development of oral skills is considered problematic in this context. This study aimed to identify the essential conditions and principles for mobile learning as an effective PD provision method in the Vietnamese context. To do so, it investigated: 1. factors influencing participation and learning experience; 2. attitudes, behaviours and engagement patterns regarding self-directed mobile assisted language learning; and 3. strategies to facilitate learning for different groups of learners. Design-based research was employed as the research paradigm and data collection involved iterations of an online PD pronunciation course over a two-year period through a questionnaire, pre and post test, interview and records of app usage, with the interview being the primary and most important source for data analysis. The participants were 57 TESOL teachers from 46 Vietnamese higher education institutions. Data analysis revealed five groups of factors influencing participation and learning experience relating to the learner, personal context, peers, instructor and technology. The learner-related factors were found to be the most important in motivating learners to initiate learning and persist in their engagement with technology. While contextual factors were influential, they did not always play a decisive role in determining learners' behaviours, which differed from previous findings on the significance of personal context (Gao & Krogstie, 2010; Terras & Ramsay, 2012). Peer interaction and instructor support were critical in sustaining learners' efforts and positive experience as they helped address issues in learning with technologies. The Factor Relationship and Interaction model was proposed to explain the complexity of the influences on self-directed mobile learning, contributing a synthesizing model to the fragmented literature on this topic. The study also identified five learner profiles-Tasters, Steadies, Players, Hard-workers and Perfectionists-according to their attitudes, behaviours and engagement patterns with technologies. Learners were found to hold different attitudes and behave differently with the same technologies at different times, producing overlaps and movement between the profiles. These resulted in the Other publications during candidature pertaining to this thesis Refereed Conference Papers • Tran, T. L. N. (2019). Mobile apps and pronunciation training: A self-directed learning approach. In T. Pattison (Ed), IATEFL 2018 Brighton conference selections (pp. 159-161).

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Section: Clear Succinct Open-ended Instructionssupporting

confidence: 87%

Section: Interaction With Peers and Instructorsupporting

confidence: 80%

Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Tran¹

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“…The approach of using mobile games to teach chemistry has been done in several ways and for several subjects [7], [8], [9]. However the recent works uses the concept of serious games which focuses on the effectiveness of the game itself while neglecting the fun element of the game itself, removing the very essence of the nature of a game itself.…”

Section: Introductionmentioning

confidence: 99%

Mobile Game Design for Learning Chemical Bonds with Endless Run Approach

Hafis

Supianto

2018

Int. J. Interact. Mob. Technol.

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This research focuses on the design of a mobile application game that uses endless run method to learn chemistry concept of chemical bonds, its design is analyzed thoroughly. Application-based learning is one of the method of learning that has been proven to be effective, however, previous studies focuses on the elements of serious gaming that neglects the fun elements in the game itself, disdaining the nature of a game. This research aims to discover the relevance of player happiness and fun level based when playing an educational game and its correlation with the level of learning while also focuses on understanding what hinders a player in the context of chemistry-based games. The testing planning are exposed along with a hypothesis that player happiness positively correlates with its level of learning, while the hindrance can be identified by using statistical approach.

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“…Mobile games based learning developed for chemical materials, among other uses, is the application OCRA (Organic Chemistry Reaction Application) being developed by Talib (2014). In OCRA, the users can explicitly form and break the chemical bond between atoms.…”

mentioning

confidence: 99%

Developing and Application of Mobile Game Based Learning (M-GBL) for High School Students Performance in Chemistry

Cahyana

Paristiowati

Savitri

et al. 2017

EURASIA J MATH SCI T

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This study aims to develop and understand the effect of a mobile game based learning (M-GBL) implementation on student learning outcomes associated with student learning independence. The research was conducted in three schools at 58 Jakarta High School, 77 Jakarta High School, and 78 Jakarta High School in the academic year 2016/2017. The research method used was quasi-experiment with two ways Anava research design (treatment by level 2x2). A total of 40 students, as a sample of the study, were selected using a simple random sampling technique. In the experimental class, the learning process used M-GBL media which has been validated by experts and tested against students and teachers. While students in the control class, the learning process used traditional media. The conclusions are: M-GBL media is feasible to be used as chemistry learning media which is practical, fun, interesting, can be used anywhere, and in accordance with facilities owned by learners. M-GBL media has a positive effect on students chemical learning outcomes when applied to groups of students who have high learning independence; in groups of students who have low learning independence, students' academic achievement when taught using M-GBL media were lower than students taught using traditional media owing to the factor of learning independence.

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Authentic Mobile Application for Enhancing the Value of Mobile Learning in Organic Chemistry and Its Pedagogical Implications

Cited by 4 publications

References 55 publications

Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Mobile learning for professional development: Significant factors, attitudes, behaviours and engagement patterns

Mobile Game Design for Learning Chemical Bonds with Endless Run Approach

Developing and Application of Mobile Game Based Learning (M-GBL) for High School Students Performance in Chemistry

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