Mobile learning for science and mathematics school education: A systematic review of empirical evidence

Bano, Muneera; Zowghi, Didar; Kearney, Matthew; Schuck, Sandy; Aubusson, Peter

doi:10.1016/j.compedu.2018.02.006

Cited by 205 publications

(155 citation statements)

References 51 publications

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“…Such advancement has also urged educationists worldwide to focus on its use in the educational industry. For instance, Bano et al, (2018) found that learning with mobile phones makes the learners of today's technological advanced era more comfortable and thus helps them to increase their learning. The shift of electronic era to mobile services has started following the paradigm "anytime, anywhere computing."…”

Section: Discussionmentioning

confidence: 99%

Stimulating Unceremonious Mobile Learning: An Empirical Study of Business Students

Manzoor¹,

Asim²,

Sarwar³

2019

IJELCS

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The widespread use of mobile technology by students as well as teachers leads the educationalists and researchers to explore its effects on the learning and teaching behaviour of students and teachers. The present study attempts to combine the determinants (such as Enjoyment, self-eff icacy, system quality and information, avoiding uncertainty, and usefulness and easy to use) and subsequently evaluate them to explore the integration of IT in classroom instruction and its effects on the learning achievement of students. Using the experimental approach of quantitative research paradigm, it tested the variable "academic performance of business students" by obtaining the achieved scores of business students in Mid Term and Final Term examination before and after the exposure of students to m-learning. The result found in the study demonstrates a statistically signif icant improvement in the scores achieved by students after the exposure of students to m-learning as compared to the traditional classes. Therefore, it is suggested that with the implementation of the M-Learning within the higher education institutes in Pakistan, particularly business schools, will more likely to increase students' learning.

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Section: Discussionmentioning

confidence: 99%

Stimulating Unceremonious Mobile Learning: An Empirical Study of Business Students

Manzoor¹,

Asim²,

Sarwar³

2019

IJELCS

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“…Research also suggests that it is critical to understand teachers' pedagogical beliefs in order to fully understand technology adoption and integration [11], [12], [13], [14]. Several studies have examined the slow pace at which technology is adopted and integrated in education by teachers [15], [16], [17].…”

Section: Teachers and Technology Adoption In The Classroommentioning

confidence: 99%

Barriers and Identified Solutions to the Integration of Digital Technologies in the Classroom: A Case Study of Teachers in Nigeria

Dele-Ajayi

Ayodele²,

Oluwafemi³

et al. 2019

2019 IEEE Global Engineering Education Conference (EDUCON)

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This paper presents the results of a study on the adoption and integration of Information and Communication Technology (ICT) in the classroom in Nigeria from the teachers' perspective. Although the Internet and digital devices are becoming increasingly accessible by many more people in Nigeria, the literature shows that their adoption and integration in the classroom is still low. This research adopts the case study method to examine the barriers as well as the solutions from the perspective of the teachers. Twenty science teachers from different schools in Ekiti State, Nigeria participated in this study. A combination of focus groups and questionnaires was used to collect data. The results show that the main barriers against the adoption and integration of ICT in the classroom include a lack of adequate and well-trained personnel, poor internet service, as well as high cost of access. The identified solutions include changes to the curriculum to support digital literacy, funding and material support from both regional and national government, and digital literacy training for the teachers. These findings provide practical insights for school leaders and policy makers on strategies and recommendations to improve the adoption and integration of ICT in schools in Nigeria.

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“…Only six reviews (15%) provided a search that could be evaluated using the PRESS checklist. 41 To meet standard R38, reviews needed to provide exact search strings. Figure 2 provides the overall ratings that the reviews received on each of the PRESS elements.…”

Section: Press Checklist Of Reported Searchmentioning

confidence: 99%

Critical Appraisal of Mathematics Education Systematic Review Search Methods: Implications for Social Sciences Librarians

Kogut¹,

Ramírez²,

Xiao³

2019

C&RL

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Social sciences librarians have an interest in supporting systematic reviews, but the available guidance is focused on health sciences settings. This study contributes guidance specifically for social sciences librarians using the Campbell Collaboration's standards to evaluate the search methods reported in systematic reviews on K-12 mathematics education. After searching ERIC (EBSCO), Education Source (EBSCO), Academic Search Ultimate (EBSCO), and Compendex (Engineering Village) in April 2018, we included 40 systematic reviews. The reviews were evaluated on the transparency of the reporting and the comprehensiveness of the search as required by the standards. The findings revealed deficiencies in search processes and reporting of search methods. We conclude by discussing the implications of these findings for librarians collaborating with social sciences researchers.

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Mobile learning for science and mathematics school education: A systematic review of empirical evidence

Cited by 205 publications

References 51 publications

Stimulating Unceremonious Mobile Learning: An Empirical Study of Business Students

Stimulating Unceremonious Mobile Learning: An Empirical Study of Business Students

Barriers and Identified Solutions to the Integration of Digital Technologies in the Classroom: A Case Study of Teachers in Nigeria

Critical Appraisal of Mathematics Education Systematic Review Search Methods: Implications for Social Sciences Librarians

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