Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education

Bray, Aibhín; Tangney, Brendan

doi:10.1007/s13394-015-0158-7

Cited by 96 publications

(78 citation statements)

References 18 publications

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“…Changes on conditions in the learning environment encourage the importance of a more personalised approach to learning. This result was also mentioned by Cervera and Johnson (2015), Farajollahi et al (2015), Bray and Tangney (2016), and Lai and Hwang (2015). With this new learning approach, it is possible to determine their destination independently and to design a good learning strategy associated with learning, learning targets, learning resources, peer learning, teaching materials, and various other elements, in order to build more convenient interaction and build motivation (Brown and Mbati, 2015;García-Peñalvo and Conde, 2015;Huang and Chiu, 2015;Powell and Wimmer, 2015).…”

Section: Discussionmentioning

confidence: 66%

The role of mobile learning on the learning environment shifting at high school in Indonesia

Sulisworo

Toifur

2016

IJMLO

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This research is the result of a multi-year research since 2013-2015, which aims to determine the shifting of learning environment associated with the development of mobile technology. The rapid changing on information technology has affected the current learning strategy. The analysis of this study is a qualitative descriptive approach. The result indicates that mobile technology shifted the tendency of students to learn in a more personalised way. This situation encourages teachers to be able to choose and use technology for students learning success. The implication of this research is that the teachers, students and schools will need to have a different role than before to adapt the changing in today's learning environment. More focus again, learning design needs to enable cooperative learning in a mobile for the convenience of studying individually. In the implication of this research, there is a shifting of learning environment due to mobile technology.

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Section: Discussionmentioning

confidence: 66%

The role of mobile learning on the learning environment shifting at high school in Indonesia

Sulisworo

Toifur

2016

IJMLO

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“…Three studies found a positive change in student self-concept and attitudes to maths (Main and O'Rourke 2011;Riconscente 2013;Wu et al 2006) and three studies found no significant improvement in students' attitudes (Jaciw et al 2012;Robertson 2010, 2011). Bray and Tangney (2016) found different results for various scales of maths attitudes: an improvement in students' affective engagement and attitudes towards technology, but no significant difference in students' behavioural engagement, mathematical confidence and confidence with technology. The length of implementation of mobile learning activities varied for the seven studies, ranging from 1 day to 1 year.…”

Section: Literature On Mobile Learning and Mathematicsmentioning

confidence: 83%

“…There is very limited study that explores this area (Li and Ma 2010). A more recent study by Bray and Tangney (2016) considered this change and found no significant difference in students' confidence with technology, but found a significant improvement in attitudes towards technology. The timings and implementation, however, were different in Bray and Tangney's three interventions (one with 2 h a day over a week, another with 6 h over 2 days and the third a 2-h afternoon session) which may explain why the same gains were not shown in this study.…”

Section: Student Attitudes To Mathematics and Mobile Technologymentioning

confidence: 99%

Using mobile technologies for mathematics: effects on student attitudes and achievement

Fabian

Topping

Barron

2018

Education Tech Research Dev

101

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The ubiquity of mobile devices together with its potential to bridge classroom learning to real-world has added a new angle to contextualising mathematics learning. This study investigated the effects of using mobile technologies to students' attitudes and achievement. A quasi-experimental mixed method design was adopted. Participants were 52 Primary 6 and 7 students. The experimental group participated in a weekly mobilesupported, collaborative learning activities spanning over three months. A no treatment control group was adopted. The experimental group have positive perception of the activities evidenced by student interviews and end activity evaluations. Students' attitude to mathematics, as assessed by a mathematics attitude inventory, found no significant change for both groups except for the significant decline in enjoyment for the control group. A t test of the gain score between group showed a significant difference, t(43) = 4.57, p = 0.005, ES = 0.89 which indicates that the experimental group had higher gains than the control group. These results indicate that the use of mobile technologies elicit positive responses from students both in terms of how they perceive the mobile activities and how it improved their performance but its' effect on students attitudes towards mathematics will need to be further investigated. Some implications of the findings are discussed.

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“…Different computer technologies have been utilized in the higher education for different purposes. Instructors used communication [5] and mobile [6] tools to enhance students' learning. Multimedia was also utilized [7,8].…”

Section: Introductionmentioning

confidence: 99%

“…However, the use of technology may have negative impact [22][23][24][25]. Bray and Tangney [6] conducted a study to evaluate the impact of using mobile technologies in students' engagement; they found that the use of mobile technologies increases student engagement.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Student's Learning and Satisfaction Through the Use of Social Media

Alshayeb¹

2018

IJITE

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Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education

Cited by 96 publications

References 18 publications

The role of mobile learning on the learning environment shifting at high school in Indonesia

The role of mobile learning on the learning environment shifting at high school in Indonesia

Using mobile technologies for mathematics: effects on student attitudes and achievement

Enhancing Student's Learning and Satisfaction Through the Use of Social Media

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