Mobiles in education: students' usage, preferences and desires

Economides, Anastasios A.; Grousopoulou, Amalia

doi:10.1504/ijmlo.2010.033553

Cited by 17 publications

(7 citation statements)

References 27 publications

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“…The findings reinforce what the literature shows in terms of widespread use of mobile devices by students, both within and outside the classroom. The findings also show that students simultaneously registered potential and actual possibilities and pitfalls of using mobiles in class; this ties in with findings by Economides and Grousopoulou (2010). While nearly half of students self-reported regularly searching for material relevant to classes -a point supported by Hinton (2017) and Table 6.…”

Section: Discussionsupporting

confidence: 69%

“…The primary purpose of this study was to discover whether student consensus exists on how best mobile devices can be deployed as a learning aid, and negatives reduced. Furthermore, to establish how often students use a mobile device for activities like note-taking and searching for material relevant to the class, but also how frequently students are, in fact, texting friends or arranging their social lives, something raised by Economides and Grousopoulou (2010). Finally, how regularly do they check their mobile in class and what do they perceive to be the strengths and drawbacks of using mobile phones during contact sessions in terms of rank order?…”

Section: Discussionmentioning

confidence: 99%

“…In North America, the time spent on mobiles by adults has increased from 12% of that spent on devices (in 2008) to 51% in 2015 -a threefold increase, while in South Africa, there are some 20 million smartphone users, with students accounting for a large proportion of these (eLearning industry, 2016). The basic message is that equipment -such as mobile phones, smartphones, laptops and tablets -is ubiquitous and increasingly a daily part of life for many worldwide (Economides and Grousopoulou, 2010;Voelkel and Bennett, 2014). What then do we discover about students and mobile usage?…”

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confidence: 99%

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Mobiles in class?

Derounian

2017

Active Learning in Higher Education

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Change and exploration offer students and staff the opportunity to positively embrace use of mobile devices in higher education teaching, so that the much-vaunted pursuit of technology-based co-production of learning can become a reality. There is a need to evaluate the incidence and effect of the use of mobile devices in class, however, given the newness and rapidly changing nature of the technologies. This study presents a review of the pros and cons of students using mobile phones, smartphones, laptops and tablets in contact sessions. It sets out to determine how the potential of mobile devices for learning may be realised, and negatives minimised, given that the literature paints a very mixed picture of both positive and negative impacts of using mobile devices for higher education teaching and learning. In addition, there are insights from students about how they and lecturers can practically enhance use of technologies in class. There remain gaps in research around this topic, for example, looking at whether students undertaking different subjects respond differently to the use of mobile devices for study.

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Section: Discussionsupporting

confidence: 69%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Mobiles in class?

Derounian

2017

Active Learning in Higher Education

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“…They also can be used not only in pure mobile learning curriculums but in blended learning approaches as well. Students like to use mobile devices for educational purposes [46] and feel more motivated when they use mobiles in their learning [47]. Therefore educational policy makers and instructional designers should promote and support the use of mobile devices for learning and assessment.…”

Section: B Motivational Impact Of the Mobile-based Assessmentmentioning

confidence: 99%

An Outdoor Mobile-Based Assessment Activity: Measuring Students’ Motivation and Acceptance

Nikou

Economides

2016

Int. J. Interact. Mob. Technol.

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Mobile-devices are able to support a wide range of outdoor assessment activities. While there is a significant amount of research that investigates the acceptance of computer-based assessment from one side and the acceptance of mobile learning from the other, relatively few studies focus explicitly on the factors that influence the acceptance of Mobile-based Assessment. The current study implements a mobile-based outdoor educational activity in the city’s Botanic Gardens during an environmental education project. 50 secondary school students participated in a mobile-assisted assessment procedure using Quick Response (QR) - coding technology through their mobile devices. The study examines the impact of Perceived Mobility, Authentic Context and Interest/Enjoyment on students’ Perceived Usefulness, Perceived Ease of Use and Behavioral Intention to Use Mobile-based Assessment. Partial Least Squares (PLS) was used for the data analysis. Results show that Perceived Mobility, Authentic Context and Interest/Enjoyment, Perceived Usefulness and Perceived Ease of Use are all significant determinants of Behavioral Intention to Use mobile-based assessment. Furthermore, the study examines the impact of using mobile devices during the learning activity on students’ learning motivation. Implications for designing and implementing mobile-based assessment procedures are discussed.

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“…Topic modeling as a statistical method will be applied to the extracted user reviews to classify the texts. Previous research in learning technologies and interventions have investigated the adoption and usage of mobile technologies for learning [22][23][24][25] and analyzed the content of mobile learning applications especially for children [23], [26]. Studies have also identified the absence of scientific standards and benchmarks in app design and development [27][28][29].…”

Section: Introductionmentioning

confidence: 99%

Examining Users’ Concerns while Using Mobile Learning Apps

Okuboyejo

Koyejo

2021

Int. J. Interact. Mob. Technol.

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<p class="0abstract">Mobile learning applications (apps) are increasingly and widely adopted for learning purposes and educational content delivery globally, especially with the massive means of accessing the internet done majorly on mobile handheld devices. Users often submit their feedback on use, experience and general satisfaction via the reviews and ratings given in the digital distribution platforms. With this massive information given through the reviews, it presents an opportunity to derives valuable insights which can be utilized for various reasons and by different stakeholders of these mobile learning apps. This large volume of online reviews creates significant information overload which presents a time-consuming task to read through all reviews. By combining text mining techniques of topic modeling using Latent Dirichlet Algorithm (LDA) and sentiment analysis using Linguistic Inquiry Word Count (LIWC), we analyze these user reviews. These techniques identify inherent topics in the reviews and identifies variables of user satisfaction of mobile learning apps. The thematic analysis done reveals different keywords which guide classification into the topics identified. Conclusively, the topics derived are important to app stakeholders for further modifications and evolution tasks.</p>

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Mobiles in education: students' usage, preferences and desires

Cited by 17 publications

References 27 publications

Mobiles in class?

Mobiles in class?

An Outdoor Mobile-Based Assessment Activity: Measuring Students’ Motivation and Acceptance

Examining Users’ Concerns while Using Mobile Learning Apps

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