Influence of APP-Assisted Teaching on Teaching Quality in Mobile Learning

Abstract

At present, a large number of education APPs have been developed and widely applied, making mobile learning one of the more popular learning methods under influence of the epidemic. Undeniably, control of college students is indeed an issue that needs to be considered to prevent non-learning behaviors of students in APP learning. Education APPs are more suitable to assist traditional education and to help teachers’ teaching and students’ learning. Based on the theory of fragmented learning and activity learning, a questionnaire on the influence of APP-assisted teaching technology on teaching quality of mobile learning was designed, and mediating effect of team interdependence on the influence of APP-assisted teaching technology on teaching quality of mobile learning was measured. Kruskal-Wallis test was used to measure difference between APP usage quantity and teaching quality. Results show that convenience, individuation and immediacy of APP-assisted teaching technology have significant influence on teaching quality of mobile learning. Team interdependence plays a part in mediating effect of APP-assisted teaching technology on teaching quality of mobile learning. Different APP usage quantity samples all show a significant effect on teaching quality (p<0.05). Conclusions have important reference value for learners to rely on education APPs to carry out fragmented, efficient and personalized learning, to improve education APPs as a teaching method to assist traditional teaching, and to avoid learners falling into “technology-oriented” misunderstanding of over-reliance on APPs for learning.

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