Systematic review on mobile collaborative learning for engineering education

Abstract

Our daily lives have been transformed by mobile smart devices. Due to the sudden impact of the coronavirus (Covid-19) on education, the importance of mobile devices for communicating with teachers and students has risen to a new level of prominence. The Web of Science and Scopus databases were used to conduct a systematic review of the research on mobile collaborative learning in engineering education. The purpose of this review is to ascertain the degree to which research on mobile collaborative learning has been conducted in the field of engineering education between 2010 and 2020. A total of 48 articles were reviewed to ascertain the research methodologies and area of study, as well as to provide an updated review of studies on mobile collaborative applications, particularly in the field of engineering education. Among the most significant findings is that the majority of publications make use of augmented reality and mobile application development. According to the review, the majority of studies were conducted in the fields of computer sciences, electronic engineering, and artificial intelligence.

Modelo conceptual para la enseñanza y aprendizaje de matemáticas universitarias

“…Entorno virtual de aprendizaje: las asignaturas cuentan con un espacio en Moodle que se estructura con los elementos: diario de clase (foro informativo y de comunicación); recomendación de la semana (actividad divulgativa o de entretenimiento); material de apoyo (archivos complementarios); recursos informáticos (calculadoras online, canales de YouTube de los profesores); instructivos de evaluación y evaluaciones (indicaciones sobre la forma en que se realizarán las evaluaciones haciendo uso Modelo conceptual para la enseñanza y aprendizaje de matemáticas universitarias de entornos como Kahoot, Socrative y la propia plataforma, en lo que a accesibilidad, tiempos de aplicación y productos esperados se refiere, y acceso a cuestionarios); y un foro colaborativo (espacio de interacción de saberes e inquietudes emergentes entre los estudiantes, que pretende potenciar el aprendizaje colaborativo en entornos virtuales) (Guitert & Pérez-Mateo, 2013;Peramunugamage et al, 2023).…”

Which pedagogical approaches are more effective in mobile learning? A meta‐analysis and research synthesis

“…Particularly, PBL was the most effective pedagogical approach, as it achieved a huge ( g = 2.07) effect on learning performance. This pedagogical approach is based on group work, collaboration, and communication between peers (Ismail et al, 2016; Peramunugamage et al, 2022), and mobile devices, through their computational capabilities, can support them more efficiently compared to other devices (Asabere, 2012). Additionally, the portability and mobility of mobile devices made it possible for group members to communicate anywhere at any time, and the individualised interface and functions supported the sharing of work processes, thus empowering the coordination between students and their interactions in the group (Song, 2014).…”

Collaborative Working and Critical Thinking: Adoption of Generative Artificial Intelligence Tools in Higher Education

“…First, the sample should be expanded to include a more balanced gender representation and a greater diversity of disciplines and educational levels [18]. Second, long-term studies should be implemented to evaluate the sustained impact of generative AI tools on critical thinking and collaboration [6]. Third, training and ongoing technical support should be provided for students and educators, ensuring the effective and ethical use of AI technologies.…”