Students' critical remarks identified pedagogical shortcomings and technological challenges, and the authors suggest implementation problems may explain the limited quantitative differences¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q1–q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students' critical remarks fell into two categories: pedagogical shortcomings in implementing the environment and technological challenges. → Laine et al. 2017 q1 i? The authors interpret that implementation problems may explain why the statistical analysis did not reveal greater differences in interest levels. → Laine et al. 2017 (2)

Evidence¶

Laine et al. 2017¶

Erkka Laine, Marjaana Veermans, Aleksi Lahti, Koen Veermans. (2017). Generation of student interest in an inquiry-based mobile learning environment. Frontline Learning Research Vol.5 No. 4 (2017) 42 - 60. https://doi.org/10.14786/flr.v5i4.306

q2 · i? · causal · r1

Focus group interview data from the experimental group; students also criticized lessons where the teacher had merely replicated ordinary classes with books, notebooks and handouts, using the tablet minimally.

"In relation to pedagogy, students noted that teachers were not always up to speed with the new technology sometimes the students even needed to guide them on technical issues."

Laine et al. 2017 (2)¶

Erkka Laine, Marjaana Veermans, Aleksi Lahti, Koen Veermans. (2017). Generation of student interest in an inquiry-based mobile learning environment. Frontline Learning Research Vol.5 No. 4 (2017) 42 - 60. https://doi.org/10.14786/flr.v5i4.306

q1 · i? · causal · r1

Authors' interpretation (type e), not a tested result; offered as a possible explanation for the modest quantitative differences between groups.

"These implementation problems may also explain why the statistical analysis did not reveal greater differences in interest levels over time or between the two groups."

Discussion¶

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