Mobile apps for Incorporating Science and Engineering Practices in K-12 STEM Labs

Rivera, Seema; Banavar, Mahesh K.; Barry, Dana M.

doi:10.1109/fie.2018.8659105

Cited by 7 publications

(9 citation statements)

References 9 publications

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“…Some of the mobile learning advantages are the increased students' motivation and engagement. These are due to the multimedia use and the atopic and asynchronous nature of provided learning (no space and time restrictions), resulting in higher learning performances [20,31,[42][43][44][45][46][47][48]. Mobile learning has shown to be crucial in situations in which access to education is prohibited (e.g., virus pandemic, natural disasters, war conflicts, far-to-reach areas).…”

Section: Mobile Learning and Refugeesmentioning

confidence: 99%

Mobile Learning Applications for Refugees: A Systematic Literature Review

et al. 2022

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The proliferation of mobile devices in everyday life since the end of the 20th century has led to mobile applications for educational purposes and the creation of the research field of mobile learning. Despite the extended research interest on the effectiveness of this field, there is limited research on mobile learning for various social groups, such as refugees, students with learning difficulties and disabilities. Due to the unprecedented number (over one hundred million) of refugees during the second decade of the 21st century worldwide, many NGOs (Non-Governmental Organizations) and UN (United Nations) initiatives have proposed leveraging mobile learning for refugee educational needs. This research article focuses on mobile learning for refugee education. Namely, the present systematic literature review results from 2015 to 2020 will give a concrete picture of the recently existing mobile learning apps for refugees and their characteristics. According to the research findings, 15 characteristics were collected out of 14 applications. According to prior literature, areas of agreement or discrepancies in the field were found. Two new -to previous literature- characteristics were revealed: interwoven psychological and educational features and refugees’ cultural features in the apps. The summarization and categorization of the app’s characteristics aim to contribute to mobile learning research and impact game developers, educators, and NGOs according to refugee needs. The limitations of this study and issues for further exploration will also be discussed in the last sections.

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Section: Mobile Learning and Refugeesmentioning

confidence: 99%

Mobile Learning Applications for Refugees: A Systematic Literature Review

et al. 2022

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“…In the case of educators, this approach assists in teaching and understanding the content better. As for students, studying STEM disciplines in an interactive environment promotes cognitive activity (Rivera et al, 2018).…”

Section: Importance Of Motivating Students To Study Stem Disciplinesmentioning

confidence: 99%

“…Better learning outcomes require students to work on their technological skills constantly: during class time, when doing assignments independently, or when searching for training material (Tseng et al, 2018). The experimental results obtained by Rivera et al (2018) show that advancing the technical capabilities of the educational institution is possible if their leaders allocate time and money to improve the skills of teachers and students in handling mobile applications. Nithia et al (2016) point out that mobile learning can be quickly adapted to changing conditions and technological and pedagogical innovations.…”

Section: Introductionmentioning

confidence: 99%

Covid-19 Effect on the Assessment of the Use of Smartphone Apps in STEM Learning

Ikonnikova¹,

Sabirova²,

Batrakova³

et al. 2022

INT J INSTRUCTION

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The purpose of the study is to analyze the impact of the Covid-changed learning environment on the assessment of mobile applications for learning STEM disciplines. The study presents the results of the surveys of teachers (n = 38, age 32-52) and students (n = 188, age 19-21) of Sechenov First Moscow State Medical University and Kazan Federal University. The participants evaluated the effectiveness of mobile applications designed to study STEM disciplines. A thorough analysis of three apps dedicated to STEM learning and nine auxiliary niche apps allowed revealing their pros and cons, in particular, expanded student opportunities, the ability to study while staying in the Russian Federation, the availability of a Russian-language version, and the ability to make an appointment (for teachers or students). Due to the increased use of mobile devices by young people, the time frame for completing lessons and motivation to accomplish assignments (tasks related to engineering, solving problems in a notebook, taking notes, completing assignments on the device and in the notebook) were also defined as important. The analysis of mobile apps in the context of distance and blended learning unveiled that, in addition to the well-known criteria, the assessment of such learning means should also make allowance for the possibility to complete tasks outside the digital space, screen time reduction capacity, and accessibility for users. Learning based on a mobile application must be planned to encourage student thinking, the desire to obtain good results, and involvement in project activity.

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“…The effectiveness of mobile learning in the educational process has been examined thoroughly, presenting mostly positive results [61][62][63][64][65]. In particular, mobile learning positively affects students' performance, increasing their motivation and engagement with the subject matter [66].…”

Section: Advantages Of Mobile Learningmentioning

confidence: 99%

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

et al. 2020

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The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.

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Mobile apps for Incorporating Science and Engineering Practices in K-12 STEM Labs

Cited by 7 publications

References 9 publications

Mobile Learning Applications for Refugees: A Systematic Literature Review

Mobile Learning Applications for Refugees: A Systematic Literature Review

Covid-19 Effect on the Assessment of the Use of Smartphone Apps in STEM Learning

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

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