The MobiLAP intervention produced no significant interactions on attitudes toward learning science and technology or toward mobile learning¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No significant interactions were found for the Ideas about Learning Science and Technology subscale nor the Ideas about Mobile Learning subscale. → Duane E. Wallace & Alec M. Bodzin 2017

Evidence¶

Duane E. Wallace & Alec M. Bodzin 2017¶

Duane E. Wallace & Alec M. Bodzin. (2017). Developing Scientific Citizenship Identity Using Mobile Learning and Authentic Practice. Electronic Journal of Science Education, 21(6). https://eric.ed.gov/?id=EJ1187996

q2 · i? · causal · r2

Two-way mixed ANOVA analyses of the remaining two SCI-ML subscales (10 items each) in the same quasi-experiment found no significant interactions; no effect sizes are printed for these null findings.

"There were no significant interactions found with the Ideas about Learning Science and Technology subscale nor the Ideas about Mobile Learning subscale."

Discussion¶

Related Claims¶

• The MobiLAP intervention significantly increased ninth-graders' interest in STEM careers and education (Ideas about Careers subscale) — related
• The MobiLAP intervention produced a significant time-by-intervention interaction on overall SCI-ML scores, with the intervention group improving pre-to-post while the control group did not — related
• Both mobile learning and control groups held high attitudes toward mobile learning with no significant pre-post differences — related