Research and trends in mobile learning from 1976 to 2013: A content analysis of patents in selected databases

Chiang, Feng‐Kuang; Zhu, Gaoxia; Wang, Qi; Cui, Zhenfeng; Cai, Su; Yu, Shengquan

doi:10.1111/bjet.12311

Cited by 28 publications

(11 citation statements)

References 28 publications

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“…Educational practices with mobile learning and game-based learning show positive effects on students' learning achievements, motivation for learning in school and interest in the subject matter that they learn in school (Abdul Jabbar & Felicia, 2015;Furió, Juan, Seguí, & Vivó, 2015;So & Seo, 2018;Sung, Chang, & Liu, 2016;Wilson et al, 2009;Wouters, Van Nimwegen, Van Oostendorp, & Van der Spek, 2013). Mobile learning in schools is mostly applied in environmental education or out-of-class schooling (Chiang et al, 2015). This type of learning with mobile devices with wireless network connections, cameras, RFID readers and GPS (Jeng, Wu, Haung, Tan, & Yang, 2010) expands learning with games from the screen to learning in a mixedreality environment using urban spaces as a game board.…”

Section: Introductionmentioning

confidence: 99%

Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes

Huizenga

Admiraal

Dam

et al. 2019

Computers in Human Behavior

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Studies on game-based learning show positive effects, but insights into the relationship between students' game activities and the outcomes of these activities are lacking. In this study of the game "NoCredit, GameOver! ®" (NCGO), students' game activities are explored and related to their learning outcomes and performance in the game. Secondary school students used tablets to access virtual information about having debts and to perform tasks in an urban environment. Data were gathered from 181 students who completed questionnaires concerning their game activities in a team, immersion into the game and character assigned to them, and learning outcomes. The extent to which students empathized with the game characters appeared be negatively related to their interest in and knowledge of the subject. In addition, perceived content authenticity was negatively related with students' spending money wisely. Searching the internet with a team was positively related to students' selfreported spending money wisely. Visiting organizations, which was one of the scheduled game activities, showed a positive relationship with team game performance. Implications for teaching with games and future research are suggested.

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Section: Introductionmentioning

confidence: 99%

Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes

Huizenga

Admiraal

Dam

et al. 2019

Computers in Human Behavior

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“…Recently, Sung et al (2016b) examined 110 experimental journal articles published from 1993 to 2013, and reported that, the use of mobile devices, such as tablet computers, PDAs (Personal Digital Assistants) and smartphones, had great potential in improving students' learning performances if effective learning approaches could be adopted. In the meantime, Chiang et al (2016) investigated the patents of mobile learning between 1976 and 2013, analysing the patents from China Intellectual Property Right Net (CNIPR), the United States Patent and Trademark Office (USPTO) and Espacenet, which included nearly 90 countries.…”

Section: Introductionmentioning

confidence: 99%

Trends in digital game-based learning in the mobile era: a systematic review of journal publications from 2007 to 2016

Chang

Hwang

2019

IJMLO

110

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The application of mobile learning and the use of game-based instructional strategies have been demonstrated as promoting students' learning performances and motivation. Over the past decade, many researchers and educators have integrated mobile technology and the features of gaming into their instructional designs; however, there has been little systematic review of the applications and trends in mobile technology-supported gaming. In the present study, related international journal publications from 2007 to 2016 were reviewed by searching the WOS database. The aim of this literature review was to highlight the research domain and issues of promoting gamebased learning in future mobile technology. Based on this review, trends in mobile game-based learning are proposed from various aspects, such as the adoption of mobile technologies, gaming types, application domains, learning strategies, research issues, research methods, and participants. Accordingly, several suggestions are given for future studies.

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“…Mobile learning (or m-learning) has been one of the key current trends of educational applications for new technologies (Wu et al 2012;Camilleri and Camilleri 2017;Chiang et al 2016). It has been described as 'the process of learning mediated by a mobile device' (Kearney et al 2012, p. 2), enabling students to engage in tasks without being 'tightly delimited' to a physical location (Kukulska-Hulme 2005).…”

Section: Mobile Learning and The Use Of Tabletsmentioning

confidence: 99%

The Case of the ‘Nasty Trolley’ or How Mobile Learning and Tablets are Influencing Emotions and Affects and Shaping the Constitution of the Identity of Teachers and Students

Lameu

2019

Tech Know Learn

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The purpose of this study was to discuss the influence of the use of tablets and mobile learning in post-secondary education and their impact on the emotions and affects felt by a teacher and students and on their identity constitution. Assemblage theory was the ontoepistemological perspective in which this investigation was grounded, and assemblage ethnography was the methodology used to collect data. An ethnographic account was provided based on what was observed during lessons, and was analysed using the concepts of emotions, affects and subjectivation. Findings indicated that no contradictory emotions and affects emerged as a result of the actions and interactions of components in the assemblage. There was a smooth relationship among human components, influencing the way they see each other and their roles. However, regarding human and non-human components, the affects and emotions that emerged impacted each other, causing tensions between these components.

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Research and trends in mobile learning from 1976 to 2013: A content analysis of patents in selected databases

Cited by 28 publications

References 28 publications

Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes

Mobile game-based learning in secondary education: Students’ immersion, game activities, team performance and learning outcomes

Trends in digital game-based learning in the mobile era: a systematic review of journal publications from 2007 to 2016

The Case of the ‘Nasty Trolley’ or How Mobile Learning and Tablets are Influencing Emotions and Affects and Shaping the Constitution of the Identity of Teachers and Students

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