Exploring mobile tool integration: Design activities carefully or students may not learn

Epp, Carrie Demmans; Phirangee, Krystle

doi:10.1016/j.cedpsych.2019.101791

Cited by 17 publications

(6 citation statements)

References 45 publications

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“…Previous researchers have studied and designed different approaches for formal and informal learning; however, there are still problems associated with designing microlearning systems for mobile devices for various reasons. The first problem concerns the organization of suitable content which is both short and precise [25], [31]- [33]. The second problem is designing a system that enables interaction by users with their peers, thus facilitating collaborative or community learning [34]- [36].…”

Section: Discussionmentioning

confidence: 99%

“…However, some problems have been identified in regard to micro-learning through hand-held devices including the difficulty of organizing content to accommodate mobile devices' technical ability to present it in the limited learning time available [25], [31]- [33], and designing systems to interact with peer learners and to facilitate collaborative or community learning [34]- [36]. Thus, a mangrove ecology self-learning application was focused on the design of both the content and the activities through which it was presented as well as the design of the overall system.…”

Section: 2mentioning

confidence: 99%

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Designing Mangrove Ecology Self-Learning Application Based on a Micro-Learning Approach

Chai-Arayalert

Puttinaovarat

2020

Int. J. Emerg. Technol. Learn.

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the development of a mangrove ecology self-learning application integrates the advantages of mobile-based learning and the benefits of micro-learning into the virtual learning of mangrove ecology. The system was designed based on a case study in the Leeled mangrove forest, Thailand and encour-ages young learners to understand the value of mangrove forests, and to help to preserve them. The system developed uses a virtual learning environment and accommodates young learner’s behaviours, favouring micro-learning with the content organized into the learning units which take a maximum of 15 minutes to complete. The application therefore allows the learning to be integrated into the learners’ daily activities and can contribute to their life-long learning. It allows learners to conduct self-learning and gain experience from performance in a virtual environment which simulates a real mangrove forest. This approach is better suited to the needs of present day young peo-ple than traditional approaches to environmental education.

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Section: Discussionmentioning

confidence: 99%

Section: 2mentioning

confidence: 99%

Designing Mangrove Ecology Self-Learning Application Based on a Micro-Learning Approach

Chai-Arayalert

Puttinaovarat

2020

Int. J. Emerg. Technol. Learn.

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“…In addition, the necessary means must be available to access these contents (cell phones, computers, etc.) and interaction with other users may be limited, making some users feel isolated (Demmans Epp & Phirangee, 2019). Therefore, it is important to carefully consider the content and context before implementing microlearning and, in any case, to use it as a complementary support material.…”

Section: Context and Descriptionmentioning

confidence: 99%

Microaprendizaje para estudiar bioeconomía y economía circular en sistemas agroalimentarios - [Microlearning to study bioeconomy and circular economy in agri-food systems]

Blanco-Gutiérrez,

Gutiérrez,

Ferrer

et al. 2023

Innovación Educativa en Los Tiempos De La Inteligencia Artificial

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The bioeconomy and the circular economy are novel aspects that are attracting growing interest. However, despite this, there are few teaching materials related to these concepts, especially in the agrifood sector. The BIOCIR project (Active learning in bioeconomy and circular economy in agri-food systems) aims to fill this gap by creating audiovisual content using microlearning techniques. The project involves Bachelor and Master students of 9 subjects of the School of Agricultural, Food and Biosystems Engineering (ETSIAAB) in the development of short videos (2-5 minutes) on agricultural bioeconomy and circular economy with the aim of consolidating a new source of updated, attractive, and transversal didactic material. Surveys of students and teachers are used to evaluate the skills acquired and the usefulness of the teaching material created.

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“…Students vary in their use of mobile technology. Some use it at the beginning of learning, others at the end, and some only use it when requested (Epp & Phirangee, 2019). Using mobile devices is one of the strategies for learning (Jeng et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Moderator Effect of Mobile Learning on Students’ Achievement in Physics: A Meta-Analysis

Abdullah,

Afikah,

Apino

et al. 2024

JBSE

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The use of mobile technology in physics education has become more prevalent, but more data about its effect on student academic performance needs to be collected. This meta-analysis examines the effects of mobile learning on student achievement in physics and any moderating factors. The study collected 36 primary studies from various scientific databases (Scopus, ERIC, DOAJ, Google Scholar) that met the inclusion criteria. The findings indicate that using mobile technology has a significant effect on student performance in physics compared to without mobile learning. Moderator analysis revealed differences in the effects of mobile learning on physics learning outcomes based on sample size, academic level, gender composition, learning media type, learning model type, learning outcome type, and measurement instrument type. However, no effect difference was observed in country status, publication year, sampling technique, and physics content. No publication bias was found in this study. Overall, the study suggests that mobile learning has a strong positive effect on student achievement in physics. Keywords: learning achievement, meta-analysis, mobile learning, physics learning

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Exploring mobile tool integration: Design activities carefully or students may not learn

Cited by 17 publications

References 45 publications

Designing Mangrove Ecology Self-Learning Application Based on a Micro-Learning Approach

Designing Mangrove Ecology Self-Learning Application Based on a Micro-Learning Approach

Microaprendizaje para estudiar bioeconomía y economía circular en sistemas agroalimentarios - [Microlearning to study bioeconomy and circular economy in agri-food systems]

Moderator Effect of Mobile Learning on Students’ Achievement in Physics: A Meta-Analysis

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