The Effect of Mobile Learning on Learning Performance: A Meta-Analysis Study

Abstract

The importance of mobile technologies in the educational process has directed the attention of many researchers to this field and has created an important body of academic research. The main purpose of this study is to determine the effect of mobile learning on students' learning performance. In this study, the meta-analysis method was employed. The literature was reviewed through different databases in order to access the relevant researches within the scope of the study. After reviewing the literature, study aspects and inclusion criteria were applied. The studies to be included in the meta-analysis were examined, and 104 studies conducted between the years of 2009 and 2019 that met the inclusion criteria were subjected to a meta-analysis. Education level, course/subject and the implementation period of the studies were determined as moderating variables. The sample of the study consists of 7,568 participants. As a result of the analysis performed according to the random effects model, the mean effect size value was calculated as 0.85 with an error of 0.07. It was determined that there was no publication bias in the meta-analysis. According to the results of the moderator analysis, it was found that the effect of mobile learning on the learning performance of the students did not change according to the education level and the implementation period, but it changed according to the course/subject. In addition to the aforementioned research results, this article also contains descriptive analysis of the results of the studies included in the meta-analysis.

Uso tecnopedagógico de dispositivos móviles en la formación de investigadores

“…Por lo tanto, se infiere que se generó una comunidad de aprendizaje virtual y ubicua, que incidió en el sentido de solidaridad, empatía e intercambios para sus proyectos de investigación: El efecto conectivista. En todo el proceso, se evidenció la aplicación de los principios conectivistas establecidos por Siemens (2004), que se precisan a continuación.…”

“…El efecto conectivista. A partir de la aplicación práctica de los principios conectivistas establecidos por Siemens (2004), en los que los jóvenes desarrollaron habilidades relativas a conectar nodos o fuentes de información, reconocer el potencial de los dispositivos móviles para su formación en la investigación, visualizar conexiones y la toma de decisiones. Las habilidades relativas a la actualización del conocimiento y el mantenimiento de las conexiones quedaron abiertas ante la posibilidad de los estudiantes de dar continuidad al trabajo de investigación.…”

LAPU Learning Model: Know|Feel|Do Framework

“…Creating mobile learning that is inclusive and accessible requires a different design perspective. According to Talan [4], mobile learning is not bound by a location, and it is contextual by nature. We learn within the context of the environment from which we are learning.…”

Examination of Research on Mobile Learning in Education: A Content Analysis

“…"Web of Science", "ERIC (EBSCO)", "Scopus (A&I)", "Taylor & Francis Online" ve diğer veri tabanlarının incelendiği bu çalışmada moderatör değişken olarak öğretim seviyesi, uygulama süresi ve ders/konu alanı ile ilgili 104 yayın çalışmaya dahil edilmiştir. Çalışmada öğrenci başarısı incelenmiştir (Talan, 2020). Çalışma sonucunda mobil öğrenmenin öğrencilerin performanslarını olumlu anlamda etkilediği görülmüştür.…”