Interviewed students reported increased motivation and learning support from mobile learning, alongside technical problems¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Five randomly chosen experimental-group students described quick access to information, anywhere and anytime learning, and motivation gains, but reported Internet connection and notification problems. → 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

q1 · i? · causal · r1

Semi-structured interviews with five randomly chosen mobile learning group students using an 11-question open-ended form; students said access to resources "kept me motivated" and reported technical problems with Internet connection and application notifications.

"Quick access to information, anywhere and anytime learning, interacting with friends and facilitating learning are observed as important key points of mobile learning according to the interviews with students."

Discussion¶

Related Claims¶

• WhatsApp's most cited benefit is enabling learning anytime and anywhere, but intrusiveness, message volume and cognitive load impede learning — a broader claim this one bears on
• Mobile devices make education more accessible anytime and anywhere, but this attractiveness comes with limitations for adoption and usage — a broader claim this one bears on
• Friedman's prediction that training could occur anytime and anywhere has proven only partially true, as most simulation training still depends on dedicated centers with specialized equipment — related
• Participants who accessed the report card site with mobile devices had more difficulty using it — 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 — related
• Digital game-based learning aligns most with practice/participation and belief/perception dimensions, while mobile-enabled learning leads access to assets — related
• Pre-service teachers liked SWBL's facilitating learning, anywhere/anytime access, just-in-time learning, ease of use, meaningful learning and reliability, but disliked reduced classroom communication and Internet dependence — related
• In interviews, 100% of experimental students said AR gave better understanding and 72% valued working with tablets, while 8% cited technical problems — related