On activities and affordances for mobile learning

Danish, Joshua A.; Hmelo‐Silver, Cindy E.

doi:10.1016/j.cedpsych.2019.101829

Cited by 34 publications

(25 citation statements)

References 10 publications

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“…ICTs allow educational innovation and enable and facilitate school management issues [51] up to the development of teaching processes in the current educational context [49,50]. The use of mobile devices, as a primary expression of mobile learning, is an example of educational innovation, allowing a connection between the real and the digital world [59], even encouraging study routines [60]. It offers new learning strategies through its resources, such as instant messaging [62,63], chatbots [64], and self-regulated learning [65].…”

Section: Discussionmentioning

confidence: 99%

“…Over the last decade, the publication of studies on its use has grown, contributing to the idea that its true potential has yet to be achieved [59]. One of the reasons for this is that mobile learning can provide new learning practices that would not be possible without it, a complex combination that combines the real world with the digital world [60]. In addition, the use of mobile devices can provide significant insights into real study habits, such as actual study routines and their usefulness [61].…”

Section: Introductionmentioning

confidence: 99%

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How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices

et al. 2020

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Today, pedagogical proposals are increasingly moving away from purely traditional approaches, with a proliferation of active methodologies in the teaching–learning processes. This research aims to find out the effectiveness of the collaborative method in mobile learning, as opposed to traditional methodology, for university students in the learning of the didactic program. The research methodology is quantitative, applying a quasi-experimental design with a control group and experimental group. The results show that the collaborative learning teaching method associated with mobile learning mainly increases motivation, the relationships between teachers and students, the relationships between students and content, the relationships between students and students, autonomy in learning, pedagogical collaboration between students, problem-solving, and the sense of time in the training process. It is concluded that the collaborative learning method associated with mobile learning is more effective for learning didactic programming than the traditional method.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices

et al. 2020

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“…Sin embargo, resulta aún más relevante comprender las concepciones teóricas que hay alrededor del AM, al respecto, Caudill, ( 2007) indica que el AM es una extensión del E-learning, debido a que el dispositivo móvil permite acceder al proceso formativo en cualquier momento o lugar. Por su parte, Kearney et al (2012) y Vavoula y Sharples ( 2009) plantean que el AM es equivalente al E-learning apoyado en dispositivos móviles, así mismo, existen otras concepciones centradas en el proceso de aprendizaje que proponen, diseñar estrategias de AM a partir del reconocimiento de sus fortalezas y limitaciones (Rezaee, et al,2020) así como, de los aprendizajes que el docente espera fortalecer en sus estudiantes (Sung y Mayer, 2013;Danish y Hmelo-Silver, 2020;Mayer, 2020). Para realizar el proceso de formación se tomó como referencia el modelo propuesto por Boude y Jiménez (2015).…”

Section: Otros Antecedentesunclassified

Diseño de estrategias de aprendizaje móvil en educación superior a través de un proceso de formación docente

Boude

2021

Form. Univ.

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“…Similar results are found in the United States and the United Kingdom (Brooks and Pomerantz, 2017 ). Technological devices have the benefits of providing students in higher education opportunities to take notes, access multimedia content, produce content, and retrieve information (Danish and Hmelo-Silver, 2020 ). They also enable students to collaborate with peers, both asynchronously and synchronously.…”

Section: Introductionmentioning

confidence: 99%

“…Technology and digital learning tools have the potential to support student learning and achievement by means of anytime and anywhere information-seeking, social connectivity, and collaboration and as cognitive tools (Peters, 2014 ; Danish and Hmelo-Silver, 2020 ). Accordingly, Fathali and Okada ( 2017 ) found that need-satisfaction of competence predicted achievement and intention to continue using the technology among second-language learners using a web-based electronic portfolio.…”

Section: Introductionmentioning

confidence: 99%

Testing the METUX Model in Higher Education: Interface and Task Need–Satisfaction Predict Engagement, Learning, and Well-Being

2021

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The main aim of this study is to test the validity of the Motivation, Engagement, and Thriving in User Experience (METUX) model (Peters et al., 2018) in higher education. We propose a process model in which we investigate how the need-satisfaction of digital learning tools within the interface sphere and task sphere accounts for engagement, learning, and well-being. A total of 426 higher education students drawn from two subsamples participated in this cross-sectional study. A structural equation model shows that interface autonomy and competence satisfaction positively predict task autonomy and competence. Task competence, in turn, negatively predicts focused attention and positively predicts perceived usability and well-being. Task autonomy positively predicts perceived usability and reward. Based on our results, we provide some initial support for the METUX model in higher education. However, more validation work is needed to improve the scale that measures need-satisfaction in the interface and task spheres. Moreover, we find no support for the effect of task sphere on learning. Further investigations are needed into how METUX can be used in domain- and situation-specific contexts to account for increases in engagement, learning, and well-being. Finally, future studies need to include all aspects of the METUX model in order to fully test its validity.

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On activities and affordances for mobile learning

Cited by 34 publications

References 10 publications

How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices

How to Teach Pre-Service Teachers to Make a Didactic Program? The Collaborative Learning Associated with Mobile Devices

Diseño de estrategias de aprendizaje móvil en educación superior a través de un proceso de formación docente

Testing the METUX Model in Higher Education: Interface and Task Need–Satisfaction Predict Engagement, Learning, and Well-Being

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