This research paper presents a microscopic view of students' interactions with CircuitITS (CITS), a mobile learning environment-based (MLE) tutoring system that scaffolds students' circuits analysis process and Circuit Test Taker (CTT), an MLE-based test-taking tutoring system for circuit analysis that provides full-step solutions at the end of each simulated exam. The specific user behavior considered in this study was duration and frequency of use, the number of scaffolds (hints) utilized per problem and the level of difficulty of problems solved when using the MLE tutor. Scores from three examinations were recorded from all students throughout the semester. Multilevel longitudinal modeling was used to assess effects of the MLE on student exam scores over three examination periods. Results suggest that number of scaffolds utilized per problem, as well as the level of difficulty of the problems solved while using the tutors significantly increased student achievement during the semester. This research proposed that MLEs, digital assistive technology and learner analytics have the potential to increase student problem-solving performance and achievement through learning analytics and instructional strategies.

This research study examined the effects of using a mobile learning environment (MLE) based tutor that provided scaffolded assistive tutoring on student achievement in a Circuit Analysis (Network Theory) course. Eighty-three college students were randomly assigned into one of three groups and participated the study for an entire semester. Scores from three examinations were recorded from all students throughout the semester. Multilevel longitudinal modeling was used to assess effects of the MLE on student exam scores over three examination periods. The combined experimental group (n = 37) showed statistically significant increases in mean student achievement over the control group. This research proposed that MLE-based digital tutors have the potential to connect anywhere, anytime learning with domain-specific information and provide students with instructional strategies that scaffolds learning.

This research study investigated the effects of an assistive mobile learning environment (MLE) on students' self-efficacy and anxiety of problem-solving. Eighty-three college students were randomly assigned into one of three groups and participated the study for an entire semester. The control group did not have access to the app. Participants were split into two treatment groups based on one of the two versions of the MLE tutor (CircuitITS or Circuit Test Taker). Scores from three examinations were recorded from all students throughout the semester. The combined experimental group were asked to complete scales measuring self-efficacy and anxiety at three time points that coincided with midterm examinations. Multilevel longitudinal modeling (MLM) was used to assess the effects of the assistive MLEs on problem-solving self-efficacy and anxiety. MLM was also used to assess effects of problem-solving self-efficacy (NTSEI) scores and problem-solving anxiety (PSA) scores on student examination scores. Results showed a significant negative effect of CircuitITS on NTSEI scores but a positive significant effect of NTSEI scores on exam scores for both tutors. This research study provides results that are counterintuitive to the proposed outcome suggesting that CircuitITS produced a reduction in problem-solving self-efficacy among its users. Although students who utilized CircuitITS experienced a decreased perceived ability to problem solve, both tutors showed significant increases in examination scores.