Review of trends from mobile learning studies: A meta-analysis

Wu, Wen‐Hsiung; Wu, Yenchun Jim; Chen, Chun-Yu; Kao, Hao-Yun; Lin, Che-Hung; Huang, Sih-Han

doi:10.1016/j.compedu.2012.03.016

Cited by 771 publications

(559 citation statements)

References 32 publications

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“…As already mentioned, the content of a successful mobile application should support educational activities, ideally in a blended learning environment where the mobile tool supplements in-class learning [5]. This was the goal in the selection of the NutriBiochem application content, wherein the topics presented in class mirrored those presented in the app, and students were provided with complete flexibility in terms of what content to engage with at any point in time.…”

Section: Featuresmentioning

confidence: 99%

“…Also previously discussed, provision of feedback to students is a common feature of studies that report successful adoption of mobile applications in a learning context [5]. Providing immediate feedback to students is a primary objective of the NutriBiochem application.…”

Section: Figmentioning

confidence: 99%

“…Loosely, Smartphones combine the functions of a mobile phone with a PDA: a Smartphone therefore is a PDA with the functions of a mobile phone and the advanced technological features such as cameras just described. Today, mobile phones are the most commonly used device for m-learning, followed by PDAs [5]. Wu et al [5] use the term mobile phones to include Smartphones, while PDAs refer to devices without phone capacity.…”

Section: Introductionmentioning

confidence: 99%

“…Today, mobile phones are the most commonly used device for m-learning, followed by PDAs [5]. Wu et al [5] use the term mobile phones to include Smartphones, while PDAs refer to devices without phone capacity. In 2011, 33% of all mobile phone users in Canada owned a Smartphone; however, this number increased to 55% in individuals between 18 and 34 years of age, indicating increased popularity of more advanced technology among the younger generation [6].…”

Section: Introductionmentioning

confidence: 99%

“…In either case, there is a greater demand for the accessibility of learning content and resources remotely, as well as teaching and learning in innovative and nontraditional ways. Use of mlearning in higher education may therefore be an appropriate tool with which to meet the needs of modern postsecondary students; in fact, relative to other educational contexts, Wu et al [5] reported in a recent meta-analysis that m-learning is most frequently used in higher education.…”

Section: Introductionmentioning

confidence: 99%

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Student use and pedagogical impact of a mobile learning application

Teri

Acai

Griffith

et al. 2013

Biochem Molecular Bio Educ

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Mobile learning (m-learning) is a relevant innovation in teaching and learning in higher education. A mobile app called NutriBiochem was developed for use in biochemistry and nutrition education for students in a second year Biochemistry and Metabolism course. NutriBiochem was accessed through smartphones, tablets, or computers. Students were surveyed upon completion of the final exam (n 5 88). Survey questions assessed frequency of use, motivations for use, and perceptions of app usefulness. The pedagogical impact of NutriBiochem was evaluated by measuring the relationship between frequency of use and final course grade. Just over half of the students used the app, and 80% of users accessed the app moderately or infrequently. Smartphones were the most common device and the preferred device on which to access the app. There were no statistical differences in mean final grade between users and nonusers.Students with higher comfort levels with technology accessed the app more broadly than those with lower level of comfort with technology. Over 75% of students agreed that NutriBiochem was a useful learning tool, but fewer ( 45%) felt it helped them perform better in the course. The findings of this study are important, as they suggest that NutriBiochem is an effective study tool for students who are comfortable with technology, and access it regularly. Overall, the use of mobile applications in science education has been shown to be: 1) effective in enhancing students' learning experience; 2) relevant and important as an emergent method of learning given modern pressures facing higher education; and, 3) met with positive student attitudes and perceptions in terms of adopting and using such technology for educational purposes. V C 2013 by The International Union of Biochemistry and Molecular Biology, 42(2):121-135, 2014.

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Section: Featuresmentioning

confidence: 99%

Section: Figmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Student use and pedagogical impact of a mobile learning application

Teri

Acai

Griffith

et al. 2013

Biochem Molecular Bio Educ

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Breaking with Tradition: A Scoping Meta‐Analysis Analyzing the Effects of Student‐Centered Learning and Computer‐Aided Instruction on Student Performance in Anatomy

Wilson

Brown

Misch

et al. 2018

Anatomical Sciences Ed

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While prior meta-analyses in anatomy education have explored the effects of laboratory pedagogies and histology media on learner performance, the effects of student-centered learning (SCL) and computer-aided instruction (CAI) have not been broadly evaluated. This research sought to answer the question, "How effective are student-centered pedagogies and CAI at increasing student knowledge gains in anatomy compared to traditional didactic approaches?" Relevant studies published within the past 51 years were searched using five databases. Predetermined eligibility criteria were applied to the screening of titles and abstracts to discern their appropriateness for study inclusion. A summary effect size was estimated to determine the effects of SCL and CAI on anatomy performance outcomes. A moderator analysis of study features was also performed. Of the 3,035 records screened, 327 underwent full-text review. Seven studies, which comprised 1,564 participants, were included in the SCL analysis. An additional 19 studies analyzed the effects of CAI in the context of 2,570 participants. Upon comparing SCL to traditional instruction, a small positive effect on learner performance was detected (standardized mean difference (SMD = 0.24; [CI = 0.07, 0.42]; P = 0.006). Likewise, students with CAI exposure moderately outscored those with limited or no access to CAI (SMD = 0.59; [CI = 0.20, 0.98]; P = 0.003). Further analysis of CAI studies identified effects (P ≤ 0.001) for learner population, publication period, interventional approach, and intervention frequency. Overall, learners exposed to SCL and supplemental CAI outperformed their more classically-trained peers as evidenced by increases in short-term knowledge gains. Anat Sci Educ. © 2018 American Association of Anatomists.

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The Use of a Mobile Learning Tool by Medical Students in Undergraduate Anatomy and its Effects on Assessment Outcomes

Golenhofen

Heindl

Grab-Kroll

et al. 2019

Anatomical Sciences Ed

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Hand‐held devices have revolutionized communication and education in the last decade. Consequently, mobile learning (m‐learning) has become popular among medical students. Nevertheless, there are relatively few studies assessing students' learning outcomes using m‐learning devices. This observational study presents an anatomy m‐learning tool (eMed‐App), an application developed to accompany an anatomy seminar and support medical students' self‐directed learning of the skeletal system. Questionnaire data describe where, how frequently, and why students used the app. Multiple choice examination results were analyzed to evaluate whether usage of the app had an effect on test scores. The eMed‐App application was used by 77.5% of the students, mainly accessed by Android smartphones, and at students' homes (62.2%) in order to prepare themselves for seminar sessions (60.8%), or to review learning content (67%). Most commonly, students logged on for less than 15 minutes each time (67.8%). Frequent app users showed better test results on items covering eMed‐App learning content. In addition, users also achieved better results on items that were not related to the content of the app and, thus, gained better overall test results and lower failure rates. The top quartile of test performers used the eMed‐App more frequently compared to students in lower quartiles. This study demonstrated that many students, especially the high‐performing ones, made use of the eMed‐App. However, the app itself did not result in better outcomes, suggesting that top students might have been more motivated to use the app than students who were generally weak in anatomy.

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Review of trends from mobile learning studies: A meta-analysis

Cited by 771 publications

References 32 publications

Student use and pedagogical impact of a mobile learning application

Student use and pedagogical impact of a mobile learning application

Breaking with Tradition: A Scoping Meta‐Analysis Analyzing the Effects of Student‐Centered Learning and Computer‐Aided Instruction on Student Performance in Anatomy

The Use of a Mobile Learning Tool by Medical Students in Undergraduate Anatomy and its Effects on Assessment Outcomes

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