Student Engagement in Mobile Learning via Text Message

Kizilcec, René F.; Chen, Maximillian

doi:10.1145/3386527.3405921

Cited by 14 publications

(4 citation statements)

References 29 publications

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“…Two meta-analyses of educational interventions in sub-Saharan Africa demonstrate how investments in instructional technology, specifically adaptive systems, improve student learning outcomes more than funding nutritional and health interventions, reducing class sizes, or providing financial incentives for attendance (Conn, 2017; McEwan, 2015). Increasingly, such systems leverage ubiquitous mobile devices to supplement in-school instruction (Porter et al, 2016), such as in after-school programs (Kam et al, 2009), or on mobile devices used in both in-school and out-of-school contexts (Kizilcec & Chen, 2020; Kumar et al, 2012; Poon et al, 2019; Valderrama Bahamóndez et al, 2014). For instance, researchers have studied how apps on e-readers (Rhodes & Walsh, 2016) or tablets are used in schools (Phiri et al, 2014) and in homes (Uchidiuno et al, 2018).…”

Section: Related Workmentioning

confidence: 99%

Mobile Learning During School Disruptions in Sub-Saharan Africa

et al. 2021

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School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children’s educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d’Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling.

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Section: Related Workmentioning

confidence: 99%

Mobile Learning During School Disruptions in Sub-Saharan Africa

et al. 2021

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“…As such, their recommendation in relation to raising awareness of the benefits of educational technology would also stand here, but could be extended to all learners. In relation to mobile learning applications, there is a wider challenge in terms of sustained engagement (Kizilcec & Chen, 2020). The findings on self-efficacy and growth mindset are an area that could be examined for future research and development, as this may enhance engagement and learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya

Jordan

2023

Afr Educ Res J

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The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.

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“…The authors of 'Student engagement in mobile learning via text message' [9] examined how 93,819 Kenyan students use a text message-based mobile learning platform with millions of users in sub-Saharan Africa. The study focused on longitudinal variation in engagement over a one-year period for students in different age groups and tested for evidence of learning gains using learning curve analysis.…”

Section: Related Workmentioning

confidence: 99%

Student Involvement in Mobile-Learning: Case of Ibn Tofail University

Daoudi

LEBKIRI²,

Ouali³

et al. 2022

Stat., optim. inf. comput.

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In last years, the use of cell phones has reached new heights. This inflfluences teaching methods at universities. The integration of mobile technologies into the teaching process can encourage the students to be more involved in the online learning process.The main challenges of mobile learning can be summarized in the changing attitudes in the educational fifield, being able to develop adequate pedagogical frameworks, good design (pedagogical and visual) and providing the right methods to control the involvement of the learners.Although mobile devices are highly present in the daily life of learners and trainers, the use of these technologies in distance education appears to still be low. The objective of this research is to measure the involvement of the students who are using smartphones compared to those who are using desktop computers by monitoring the learner’s activity on the platform.To carry out this research, we used three Moodle distance-learning platforms from Ibn Tofail University to collect data. This data was processed by machine learning algorithms in an effort to see a link between the use of the mobile and the involvement of a student in an online learning.

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Student Engagement in Mobile Learning via Text Message

Cited by 14 publications

References 29 publications

Mobile Learning During School Disruptions in Sub-Saharan Africa

Mobile Learning During School Disruptions in Sub-Saharan Africa

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya

Student Involvement in Mobile-Learning: Case of Ibn Tofail University

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