Mobile devices make education more accessible anytime and anywhere, but this attractiveness comes with limitations for adoption and usage¶

Claim · All claims
Evidence · 1 study · theoretical r1 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Mobile learning is seen as a popular and accessible technology supporting online learning because devices make education more accessible anytime and anywhere, yet limitations constrain adoption and usage. → Hale Ilgaz 2021

Evidence¶

Hale Ilgaz 2021¶

Hale Ilgaz. (2021). The role of mobile technologies in shifting to digital. Education Tech Research Dev 69, 189–190. https://doi.org/10.1007/s11423-021-09945-y

q1 · i? · theoretical · r1

The editor's framing statement introducing the special-issue responses to Joo et al. (2016)'s m-LMS study. It asserts that "Mobile devices make education more accessible anytime and anywhere" while noting adoption and usage limitations; no data are reported.

"Mobile learning (m-learning) can be seen as a popular and accessible technology to support online learning. Mobile devices make education more accessible anytime and anywhere. That is highly attractive, but also has limitations for its adoption and usage."

Discussion¶

Learner Variables¶

• Access — outcome: instruction changes it

Related Claims¶

• Participants who accessed the report card site with mobile devices had more difficulty using it — a narrower finding that bears on this claim
• Fewer than 10% of recent ITS papers address most developing-world adoption barriers, and almost 95% of ITS research still targets traditional computers — related
• Learners used products outside class despite infrastructure limits: 65% of surveyed students reported doing software work outside class while mobile access was largely unavailable — a narrower finding that bears on this claim
• Institutional approval processes, privacy regulations, technology access, and limited classroom time constrained chatbot adoption beyond instructional value — related
• Commercial games are attractive and accessible to game-based learning advocates but their pedagogical value is often not documented — related
• Digital game-based learning aligns most with practice/participation and belief/perception dimensions, while mobile-enabled learning leads access to assets — related