Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game

Lee, Hyun-Jeong; Parsons, David; Kwon, Gyuhyun; Kim, Jieun; Petrova, Krassie; Jeong, Eunju; Ryu, Hokyoung

doi:10.1016/j.compedu.2016.03.006

Cited by 133 publications

(73 citation statements)

References 30 publications

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“…Similarly, Kadirie (2009) defines mobile learning "as a form of e-learning, which can take place anytime, anywhere with the help of a mobile communication device such as a mobile phone, a personal digital assistant (PDA), iPod or any such small portable device" (p. 15). Numerous research have found that mobile learning is beneficial and effective in teaching and learning (Ifenthaler and Schweinbenz 2013;Lee et al 2016;Shohel and Power 2010). Many studies have also mentioned that technology has extensive pedagogical potential to cultivate a better learning environment (Huang et al 2008;Hwang and Chang 2011).…”

Section: Mobile Learningmentioning

confidence: 99%

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

Azlan

Kamal

et al. 2020

Educ Inf Technol

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This quasi-experimental study examined a guided learning approach towards the use of mobile devices and investigated the performance of language learners who were guided in the usage. A total of 419 students from two faculties were invited to participate in this 8-week intervention, 155 participants in the control group and 264 in the experimental group. In the experimental group, the researchers incorporated guided activities Module Intervention Model (MIM) using mobile devices into the ESL lessons whereas the control group lessons were without guided activities. Participants from both groups were asked to record their daily mobile device use for activities related to English language learning using an online form. These data were compared to the results of the tests conducted pre-and post-treatment. At the end of the study, students who received guided language activities utilizing the mobile devices had significantly higher levels of language performance than control group students. However, treatment group students who spent more time using mobile devices to learn the language did not display better performance compared to those who spent minimal time. This finding re-established the importance of guided activities as intervention to facilitate students' learning and points to the need for curricular modernization and faculty development in the instructional use of technology. Due to the increased need for online instruction precipitated by "social distancing and isolation' required to overcome the coronavirus pandemic, the need for faculty to acquire skills in guided use of mobile devices for school-related learning is anticipated to be greater than ever.

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Section: Mobile Learningmentioning

confidence: 99%

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

Azlan

Kamal

et al. 2020

Educ Inf Technol

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“…Hypothetically, a major intersection is, the convergence of these three aspects, to define mobile learning ideal situation. Aspects that should be taken into account are: (1) aspects of the device that refer to the physical characteristics, technical, and functional from mobile devices (Lee et al, 2015;Looi et al, 2015); (2) aspects of learners including the individual cognitive abilities, memory, knowledge, emotions, and perhaps motivation. This aspect explains how students use what they already know and how they encode, store, and transfer information (Kent et al, 2016;Hasyim et al, 2015); and (3) the social aspect associated with and explain the process of social interaction and cooperation (Sung et al, 2015;Alfarani, 2015;Brown and Mbati, 2015): while someone joining a new community, he must share the customs and culture of their own and learned people of the new community.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of mobile learning on the learning environment shifting at high school in Indonesia

Sulisworo

Toifur

2016

IJMLO

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This research is the result of a multi-year research since 2013-2015, which aims to determine the shifting of learning environment associated with the development of mobile technology. The rapid changing on information technology has affected the current learning strategy. The analysis of this study is a qualitative descriptive approach. The result indicates that mobile technology shifted the tendency of students to learn in a more personalised way. This situation encourages teachers to be able to choose and use technology for students learning success. The implication of this research is that the teachers, students and schools will need to have a different role than before to adapt the changing in today's learning environment. More focus again, learning design needs to enable cooperative learning in a mobile for the convenience of studying individually. In the implication of this research, there is a shifting of learning environment due to mobile technology.

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“…For example, Sheppard, Manalo, and Henning () proposed an ability grouping method, with the experimental results showing that the method benefited low prior knowledge learners. Lee et al () adopted knowledge‐based heterogeneous grouping. Their experimental results showed that the grouping method was important for maximizing critical thinking skills.…”

Section: Introductionmentioning

confidence: 99%

Impacts of a dynamic grouping strategy on students' learning effectiveness and experience value in an item bank‐based collaborative practice system

Chen¹,

Hwang²,

Lin³

2019

Brit J Educational Tech

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Past research has pointed out that a good grouping strategy can improve the learning effectiveness of collaborative learning. However, the grouping strategy adopted in most past research is static grouping. This results in some disadvantages. Therefore, this study developed an item bank‐based collaborative practice system and proposed a dynamic grouping method which uses the concepts of weighted quizzes and bit coding as the rule of a regrouping algorithm. The method and the traditional static method were applied to two classes of sophomore students of a university of science and technology in the central region of Taiwan. There were 76 valid samples which included 38 students of the experimental group and 38 of the control group. The control group adopted the static grouping method, and the experimental group adopted the dynamic grouping method. The experimental duration was 9 weeks of 3 hours per week. Experimental results showed that the collaborative experience value and the learning effectiveness of the experimental group were significantly greater than those of the control group. This indicates that the experimental group students made more efforts to conduct coordination, discussion and finally reach consensus with their partners, and made greater progress than the control group students.

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Cooperation begins: Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game

Cited by 133 publications

References 30 publications

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance

The role of mobile learning on the learning environment shifting at high school in Indonesia

Impacts of a dynamic grouping strategy on students' learning effectiveness and experience value in an item bank‐based collaborative practice system

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