Students found the inquiry-based mobile learning environment interest-generating, citing integration, ease of use, learning outside the classroom, and collaboration, with no sign of a novelty effect wearing off¶

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

Subclaims¶

q2 i? Interviewed students identified integration, ease of use, taking learning outside the classroom, and collaboration as interest-generating features. → Laine et al. 2017 q2 i? Students referred to all four features on both interview occasions, indicating no sign of a novelty effect wearing off during the year. → 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? · qualitative · r3

Content analysis of focus group interviews with the experimental group, conducted twice during the school year in groups of four or five students; coding yielded five generation-of-interest and four components-of-interest subcategories with 90% intercoder agreement.

"The interviews revealed that, in general, the students found the mobile learning environment to be interest-generating, with particular reference to the following specific features: 1) the possibility of integrating different school subjects; 2) the ease of use of the learning software; 3) the ability to take learning outside the classroom; and 4) the increased possibilities for learning collaboratively."

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

q2 · i? · causal · r1

The authors' interpretation of the two interview sessions held during the school year; the same four features were mentioned at both time points.

"Students referred to all four features on both occasions which indicates that there was no sign of a novelty effect wearing off during the one year period."

Discussion¶

Related Claims¶

• Interviewed students reported increased motivation and learning support from mobile learning, alongside technical problems — related
• Perceived usefulness and perceived ease of use both significantly predict behavioral intention to use m-learning apps outside the classroom — related
• Students' critical remarks identified pedagogical shortcomings and technological challenges, and the authors suggest implementation problems may explain the limited quantitative differences — related
• Perceived mobility of an m-learning app positively influences both perceived usefulness and perceived ease of use in out-of-classroom settings — related