Interactive mobile learning: a pilot study of a new approach for sport science and medical undergraduate students

Abstract

Mobile learning has increasingly become interwoven into the fabric of learning and teaching in the United Kingdom higher education sector, and as technological issues become addressed, this phenomena has accelerated. The aim of the study was to examine whether learning using a mobile learning device (Samsung NC10 Netbook) loaded with interactive exercises promoted learning compared with a traditional library exercise. Using a randomized trial, 55 students from an undergraduate sports science course (n = 28) and medical course (n = 27) volunteered to participate in this study. A mixed-model design ANOVA was used to examine the percent change in test score after a 3-wk intervention. Results showed that there was a significant difference between the two courses (P < 0.001), methods (P = 0.01), and trials (P < 0.001). The findings suggested that both methods augmented student knowledge and understanding in sports science and medical students. The sports science group demonstrated proportionally greater increases in test performance when exposed to the mobile interactive intervention compared with the traditional library approach. Qualitative data suggest an increased level of engagement with the Netbooks due to the stimulating interactive content. In conclusion, the Netbooks were an effective additional learning tool, significantly enhancing knowledge and understanding in students. Further research should ensure that participants are assessed for preferred learning styles, the subjective task value of expectancy value, and readiness for mobile learning to ascertain if this has an effect on the potential for using mobile learning and interactivity.

Use of Mobile Devices to Access Resources Among Health Professions Students: A Systematic Review

“…The 5 studies with mixed methods included quantitative methods of pretest-posttest random control group design and one-group pretestposttest design in combination with qualitative methods such as focus group, interview, observation, and narrative report. A majority of studies (n=17) used questionnaires as data collection methods; 6 studies included observation, content analysis, usage log, and feedback; 5 studies employed focus groups; 2 studies administered objective performance tests [16,17]; only one study included interview [18]. None of the selected studies provided any evidence of reliability of the questionnaires administered to participants; only 3 studies had limited information on face and content validity of questionnaires used [16,19,20].…”

“…These resources came in the forms of question banks, self-assessment applications [18,19,25], calculators [26,27], multimedia learning resources [16,24,28], or curriculum-related materials [24,[29][30][31]. In a study by Bruce-Low, et al, mobile learning devices for students to use (Samsung NC10 Netbook) were loaded with a video of an ECG technique incorporating multiple choice quizzes and interactive exercise [16]. Sharpe and colleagues reported the educational impact of the iPad on resident educational experiences in their entire residency program [24].…”

“…Medical students used mobile devices to access medical knowledge resources and curriculum-related documents [18,32], prepared for tests [16,18,25], and assessed and tracked their learning [25,32]. The handheld device (e.g., Netbook) loaded with multimedia learning materials and quizzes enabled students to gauge their level of understanding and engagement in learning and thus, significantly improved their test scores [16].…”

“…All selected studies reported the advantage of instant access to a variety of resources via mobile devices, particularly when being away from workstations. Users appreciated the benefit of using mobile devices for quick access to learning materials [16,19,22 [16,24,40]. Another unique advantage of mobile devices was availability of specially designed mobile applications discussed in 13 studies.…”

“…Furthermore, there was a concern with text entry on mobile devices [24,26,34,37] using a virtual keyboard [25] and the small size screen inherent in tablet computers [34[. Another major concern was the cost associated with ownership of mobile devices [16,26,28,[30][31][32]40] and subscription to mobile applications [16,22,37,40]. Subscriptions to mobile applications, particularly subject content resources, imposed an additional burden to students, not to mention the financial cost incurred for renewing subscriptions.…”