Students in the mobile learning group developed higher-quality animations than control students¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Animation development levels differed significantly in favour of the experiment group (p<.05), consistent with the achievement post-test and follow-up results. → Kadir DEMIR 2018
Evidence¶
Kadir DEMIR 2018¶
Kadir DEMIR, Ercan AKPINAR. (2018). The effect of mobile learning applications on students' academic achievement and attitudes toward mobile learning. Malaysian Online Journal of Educational Technology. http://dx.doi.org/10.17220/mojet.2018.04.004
q2 · i? · causal · r1
All participants developed an animation in 90 minutes; animations were graded by field experts and researchers using the Animation Development Level Rubric. Mann-Whitney U = 45.500, Z = -4.096, Sig. .000 in favour of the experiment group (n=15) over the control group (n=26).
"Significance differences found in favour of experiment group (p<.05) which is similar to the post -test and follow up test results of academic achievement tests."
Discussion¶
Related Claims¶
- Mobile learning applications improve undergraduate academic achievement compared with traditional lecture-based instruction — related
- The achievement advantage of mobile learning persisted at a six-month follow-up test — related
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