The effects of m‐learning on motivation, achievement and well‐being: A Self‐Determination Theory approach

Abstract

From the lens of Self‐Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students’ achievement and well‐being. It was hypothesized that the mobile application, compared to a textbook, would enhance feelings of competence and autonomy and, in turn, intrinsic motivation, positive affect and achievement, because the mobile application’s built‐in functions provide students with choice and volition, informational feedback, and optimal challenges. Fifty‐eight second‐year students were randomly assigned to use either the mobile application or a textbook for a learning task. Well‐being was assessed before and after the learning task, and intrinsic motivation, perceived competence, perceived autonomy and achievement were assessed after the task. Results indicated that the mobile application, relative to the textbook, produced higher levels of students’ perceived competence, perceived autonomy and intrinsic motivation. Further, the mobile application had indirect effects on positive affect through autonomy, competence and intrinsic motivation, and on achievement through competence.

The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention

“…As the Yeager et al, quote above makes clear, the backdrop for the studying behaviors exhibited by adolescents is complicated. Issues of autonomy, competence, and relatedness (i.e., self-determination theory) are natural directions to investigate to determine how to best support learners (Deci & Ryan, 2012;Jeno, Adachi, Grytnes, Vandvik, & Deci, 2019). This is particularly relevant in an era of hyper-connectivity where the erosion of time and space boundaries suggest that adolescents should always be available.…”

The Acceptance and Use of Mobile Learning Applications in Higher Education

“…M-learning can be implemented across different levels of education. However, it is highly relevant in the higher educational context, as the university students will already have their own mobile devices [22]. A thorough review of the literature suggests that there a few empirical studies that have explored the students' readiness to use the m-learning technologies; although there are a number of studies that have investigated the users' acceptance of other educational technologies, including; digital learning resources, WebCT or Moodle systems ( [10], [19]).…”

“…However, there has been limited empirical research that identified the factors affecting the university students' adoption of m-learning technologies, albeit a few exceptions ( [19], [20], [21], [22].…”

Modelos de Maturidade em um Cenário Educacional: Um Mapeamento Sistemático

“…The academic community is also aware of this transformation, investigating several different research topics in this area, like the effects of mobile learning in motivation and well being (Jeno et al 2019), how to evaluate the student satisfaction in e-learning applications (Violante and Vezzetti 2015) or how to assess the overall quality of Massive Open Online Courses (MOOCs) (Foley et al, 2019).…”