Do Mobile Device Applications Affect Learning?

Vogel, Doug; Kennedy, David; Kuan, Kevin K. Y.; Kwok, Ron Chi-Wai; Lai, Hokyin

doi:10.1109/hicss.2007.181

Cited by 53 publications

(59 citation statements)

References 14 publications

(16 reference statements)

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“…Unlike conventional learning methods that are limited by space and time, mobile learning is available for use anytime and anywhere, while also enhancing individual learning efficiency on the move [23]. Moreover, mobile learning enables the reuse of educational resources and allows individually optimized learning [24].…”

Section: 3mentioning

confidence: 99%

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

Kim

Rha

2018

Int. J. Interact. Mob. Technol.

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Abstract-This study empirically analyzed a survey conducted on South Korean undergraduate students to determine the factors that influence their decision to adopt mobile learning. The consumer typology approach was applied based on their mobile technology readiness, and identified three distinct consumer groups: critical adopters, pro-technology, and ambivalent. Critical adopters were the largest of the three groups, indicating that a significant portion of university students in South Korea might be critical adopters of mobile learning. Compatibility and observability positively influenced the intention to use mobile learning in all consumer groups. In the critical adopter and ambivalent groups, mobile learning resistance had the greatest effect on the intention to use mobile learning, while in the pro-technology group mobile learning selfefficacy had the greatest effect on this intention. Results identified significant differences across consumer groups in the antecedents and consequences of the intention to use mobile learning.

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Section: 3mentioning

confidence: 99%

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

Kim

Rha

2018

Int. J. Interact. Mob. Technol.

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“…Kim et al [18] summarize the educational benefits of m-learning as threefold: "(a) mobility, which is associated with the advantage of accessing information anytime, anywhere; (b) information management capacity, which is associated with the digitization of information and electronic-based management; and (c) beaming capability, which allows the sharing of files instantly and in real-time." The pedagogical impact of mobile applications has been evaluated in several different contexts, including language education [19][20][21], business education [8], and employee training programs [3,22]. With respect to science education, the pedagogical impact of mobile applications has been evaluated in primary education [23][24][25][26] and in some disciplines of science in higher education, including physics [17], and medicine [27].…”

Section: Contextmentioning

confidence: 99%

“…With respect to science education, the pedagogical impact of mobile applications has been evaluated in primary education [23][24][25][26] and in some disciplines of science in higher education, including physics [17], and medicine [27]. Findings from these studies report generally positive outcomes, such as: increasing engagement, understanding, and confidence [8]; increasing convenience, flexibility of learning, and engagement in class activities [21]; and facilitating blended learning, which is a learning environment that blends online learning with classroom activities [22]. To our knowledge, there are no studies that describe the pedagogical impact of mobile applications in biochemistry education, although a study by Sears [28] reported that an interactive computer program accessible to undergraduate biochemistry students online (consisting of interactive activities, quizzes, and audiovisual content) increased student retention of material and understanding of structure/function relationships.…”

Section: Contextmentioning

confidence: 99%

“…A popular form of m-learning in higher education is the use of mobile applications (also known as apps), which are small programs that users can access wirelessly or download onto a mobile device such as a Smartphone or tablet, and enable remote access to resources, feature interactive activities such as games or quizzes that facilitate learning, or allow for user-to-user communication at a distance with the purposes of sharing educationally relevant information [8]. An increasing number of apps are now available to students in a variety of different educational disciplines, including biochemistry (for example, BioChem Paths, Biochemistry Reference, 100% Biochemistry).…”

Section: Introductionmentioning

confidence: 99%

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Student use and pedagogical impact of a mobile learning application

Teri

Acai

Griffith

et al. 2013

Biochem Molecular Bio Educ

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Mobile learning (m-learning) is a relevant innovation in teaching and learning in higher education. A mobile app called NutriBiochem was developed for use in biochemistry and nutrition education for students in a second year Biochemistry and Metabolism course. NutriBiochem was accessed through smartphones, tablets, or computers. Students were surveyed upon completion of the final exam (n 5 88). Survey questions assessed frequency of use, motivations for use, and perceptions of app usefulness. The pedagogical impact of NutriBiochem was evaluated by measuring the relationship between frequency of use and final course grade. Just over half of the students used the app, and 80% of users accessed the app moderately or infrequently. Smartphones were the most common device and the preferred device on which to access the app. There were no statistical differences in mean final grade between users and nonusers.Students with higher comfort levels with technology accessed the app more broadly than those with lower level of comfort with technology. Over 75% of students agreed that NutriBiochem was a useful learning tool, but fewer ( 45%) felt it helped them perform better in the course. The findings of this study are important, as they suggest that NutriBiochem is an effective study tool for students who are comfortable with technology, and access it regularly. Overall, the use of mobile applications in science education has been shown to be: 1) effective in enhancing students' learning experience; 2) relevant and important as an emergent method of learning given modern pressures facing higher education; and, 3) met with positive student attitudes and perceptions in terms of adopting and using such technology for educational purposes. V C 2013 by The International Union of Biochemistry and Molecular Biology, 42(2):121-135, 2014.

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“…They allow the access to remote learning resources, educational games and quizzes. Additionally, they allow for communication among learners to share educational information [4]. Mobile learning is accomplished by the use of mobile devices such PDAs, Smartphones, Ipads and tablets.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Perception of Students Regarding M-Learning Concept in Egyptian Schools

Ali

Arshad

2017

Int. J. Interact. Mob. Technol.

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Abstract-The Egyptian school education system is currently in a miserable state and facing some problems. To overcome the problems, there is a suggestion towards the development and implementation of mobile learning (mLearning) as a new learning tool in the education system. The aim of this paper is to investigate the Egyptian students' perception towards m-learning as a new learning tool and its benefits through a survey of 120 students from a public preparatory school in Egypt. Data was gathered and analyzed using Statistical Package for Social Science (SPSS) Version 23. The results demonstrated a positive attitude from the participants towards the benefits of M-learning. The majority of students showed their concerns about technical issues of m-learning such as the small screen and limited storage. The results also revealed the positive attitude towards the value of M-learning, especially for those who use Elearning resources. A large proportion of participants use their devices for different activities such as messages, Internet browsing and games rather than learning. This has point the need for more investigation to determine the factors that may affect the students' intention to use their devices in learning.

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Do Mobile Device Applications Affect Learning?

Cited by 53 publications

References 14 publications

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

Student use and pedagogical impact of a mobile learning application

Investigating the Perception of Students Regarding M-Learning Concept in Egyptian Schools

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