Effectiveness of a Mobile Plant Learning System in a science curriculum in Taiwanese elementary education

Huang, Yueh‐Min; Lin, Yen-Ting; Cheng, Shu-Chen

doi:10.1016/j.compedu.2009.07.006

Cited by 206 publications

(151 citation statements)

References 16 publications

Supporting

Mentioning

141

Contrasting

Unclassified

Order By: Relevance

“…The pedagogical impact of mobile applications has been evaluated in several different contexts, including language education [19][20][21], business education [8], and employee training programs [3,22]. With respect to science education, the pedagogical impact of mobile applications has been evaluated in primary education [23][24][25][26] and in some disciplines of science in higher education, including physics [17], and medicine [27]. Findings from these studies report generally positive outcomes, such as: increasing engagement, understanding, and confidence [8]; increasing convenience, flexibility of learning, and engagement in class activities [21]; and facilitating blended learning, which is a learning environment that blends online learning with classroom activities [22].…”

Section: Contextmentioning

confidence: 99%

Student use and pedagogical impact of a mobile learning application

Teri

Acai

Griffith

et al. 2013

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Mobile learning (m-learning) is a relevant innovation in teaching and learning in higher education. A mobile app called NutriBiochem was developed for use in biochemistry and nutrition education for students in a second year Biochemistry and Metabolism course. NutriBiochem was accessed through smartphones, tablets, or computers. Students were surveyed upon completion of the final exam (n 5 88). Survey questions assessed frequency of use, motivations for use, and perceptions of app usefulness. The pedagogical impact of NutriBiochem was evaluated by measuring the relationship between frequency of use and final course grade. Just over half of the students used the app, and 80% of users accessed the app moderately or infrequently. Smartphones were the most common device and the preferred device on which to access the app. There were no statistical differences in mean final grade between users and nonusers.Students with higher comfort levels with technology accessed the app more broadly than those with lower level of comfort with technology. Over 75% of students agreed that NutriBiochem was a useful learning tool, but fewer ( 45%) felt it helped them perform better in the course. The findings of this study are important, as they suggest that NutriBiochem is an effective study tool for students who are comfortable with technology, and access it regularly. Overall, the use of mobile applications in science education has been shown to be: 1) effective in enhancing students' learning experience; 2) relevant and important as an emergent method of learning given modern pressures facing higher education; and, 3) met with positive student attitudes and perceptions in terms of adopting and using such technology for educational purposes. V C 2013 by The International Union of Biochemistry and Molecular Biology, 42(2):121-135, 2014.

show abstract

Section: Contextmentioning

confidence: 99%

Student use and pedagogical impact of a mobile learning application

Teri

Acai

Griffith

et al. 2013

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

show abstract

“…In definition, u-learning it can be said, has evolved from the influence of portability and immediate communication properties of mobile devices on the learning processes in interacting with peers, accessing resources and transferring data (Huang, et al, 2010). Mobile devices and wireless Internet technology enable learners to learn by a variety of digital resources from anywhere in the world at anytime (Hsieh, et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

Asiimwe¹,

Khan²

2013

12th World Conference on Mobile and Contextual Learning (mLearn 2013)

View full text Add to dashboard Cite

Learning from anywhere anytime is a contemporary phenomenon in the field of education that is thought to be flexible, time and cost saving. The phenomenon is evident in the way computer technology mediates knowledge processes among learners. Computer technology is however, in some instances, faulted. There are studies that highlight drawbacks of computer technology use in learning. In this study we aimed at conducting a SWOT analysis on ubiquitous computing and computer-mediated social interaction and their affect on education. Students and teachers were interviewed on the mentioned concepts using focus group interviews. Our contribution in this study is, identifying what teachers and students perceive to be the strength, weaknesses, opportunities and threats of ubiquitous computing and computer-mediated social interaction in education. We also relate the findings with literature and present a common understanding on the SWOT of these concepts.Results show positive perceptions. Respondents revealed that ubiquitous computing and computer-mediated social interaction are important in their education due to advantages such as flexibility, efficiency in terms of cost and time, ability to acquire computer skills. Nevertheless disadvantages where also mentioned for example health effects, privacy and security issues, noise in the learning environment, to mention but a few. This paper gives suggestions on how to overcome threats mentioned. Keywords: Ubiquitous Computing, Education, SWOT, Computer-mediated social interaction INTRODUCTIONThe term "ubiquitous computing" was first coined by Mark Weiser of Xerox PARC in 1988 who wrote, "The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it" (Wesier, 1991). Weiser's visionary reflections of such technologies and those of others were later believed to have transformed the way we interact and go about our daily lives. Practically, today we live surrounded by "ubiquitous" technology which is "invisible" to us. Like Weiser, a similar dream was envisioned by Turing, the father of Artificial Intelligence (AI) when he noted that: "What I would very much like to do is to educate a computer, partly by direct training, partly by letting it find out things for itself. We don't know how to do this yet, but I believe that it will be achieved in the very near future" (Feigenbaum, 1996 p.102). What is evident today is that we do not find out "things" by ourselves but the computers do that for us. Our intellect is influenced by technology which makes our operations ubiquitous.

show abstract

“…Huang et al (2010) for instance argue that the mobile technologies can stimulate students to engage enthusiastically in assigned outdoor learning activities, as well as stimulate social interaction and discussion about course material.…”

Section: Outdoor Learning Mediated By Mobile Technologiesmentioning

confidence: 99%

“…Also considerable changes in teacher teaching and student learning have been reported (Zhang et al, 2010). According to Huang et al (2010) mobile technologies and an outdoor learning strategy are very useful tools when teaching children about plants. However, many researchers are mainly studying primary and secondary school students and there are only a few studies that are focusing on children under school-age (aged 5-6 years).…”

Section: Introductionmentioning

confidence: 99%

The Nature Tour Mobile Learning Application - Implementing the Mobile Application in Finnish Early Childhood Education Settings

Rikala

Kankaanranta

2014

Proceedings of the 6th International Conference on Computer Supported Education

View full text Add to dashboard Cite

Abstract:This paper explores the implementation of the Nature Tour mobile learning application in Finnish early childhood education settings. The interest is to explore whether the concept of Nature Tour mobile application meets the needs of early childhood education in field trips. The idea of the mobile application is to help recording and comparing nature observations as well as to arouse children's interest in nature. The feasibility of the mobile application was evaluated through a theoretical framework, which includes the core aspects of mobile learning. The evaluation framework consists of two levels titled core level and medium level. Three of the core level aspects were realized well. These aspects were the aspect of context, time and space. The medium level aspects that were realized well were social aspect and learner aspect. While the device aspect was a slightly more challenging as the Nature Tour mobile application required literacy skills and therefore it required adult guidance. The study indicated that the technology use in the early childhood settings evidently requires balance between the curriculum, children's needs, human interactions, as well as technological and pedagogical support for the effective use of technology.

show abstract

Effectiveness of a Mobile Plant Learning System in a science curriculum in Taiwanese elementary education

Cited by 206 publications

References 16 publications

Student use and pedagogical impact of a mobile learning application

Student use and pedagogical impact of a mobile learning application

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

The Nature Tour Mobile Learning Application - Implementing the Mobile Application in Finnish Early Childhood Education Settings

Contact Info

Product

Resources

About