The Use of Mobile Apps to Enhance Student Learning in Introduction to Psychology

Diliberto-Macaluso, Kristen A.; Hughes, A.D.

doi:10.1177/0098628315620880

Cited by 31 publications

(12 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These results confirm other similar experiments. For example the one conducted at Berry College, USA, [19] with 54 students in an introduction to psychology course. In this case, the students must use an interactive 3-D Brain app or their online course textbook.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Effects of Mobile Learning in Medical Education: A Counterfactual Evaluation

et al. 2016

View full text Add to dashboard Cite

The aim of this research is to contribute to the general system education providing new insights and resources. This study performs a quasi-experimental study at University of Salamanca with 30 students to compare results between using an anatomic app for learning and the formal traditional method conducted by a teacher. The findings of the investigation suggest that the performance of learners using mobile apps is statistical better than the students using the traditional method. However, mobile devices should be considered as an additional tool to complement the teachers' explanation and it is necessary to overcome different barriers and challenges to adopt these pedagogical methods at University.

show abstract

Section: Discussionmentioning

confidence: 99%

“…There are some studies that investigate about the trends of mobile learning [10], the perception of students or teachers [11][12][13][14], their challenges [11,15,16], benefits [11,17,18] but there are few of them related with the real impact of mobile learning [19][20][21][22].…”

Section: Introductionmentioning

confidence: 99%

Effects of Mobile Learning in Medical Education: A Counterfactual Evaluation

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Likewise, a previous review reported that students' preferred study methods were books and lectures over applications [ 22 ]. On the contrary, other studies conducted in medical [ 23 ] and psychology [ 24 ] students that evaluated the association between the use of virtual applications with academic performance through pre-tests and post-tests showed an improvement in their performance of the students reflected in the score obtained after using the application compared to that of the control group (which used anatomy books). This would indicate that virtual applications to study anatomy could represent a useful tool for improving academic performance in the short term.…”

Section: Discussionmentioning

confidence: 76%

Use of a 3D virtual app and academic performance in the study of the anatomy of the musculoskeletal system among Peruvian medical students

Barrera-Cantoni

Lizarbe-Lezama

Rodriguez-Macedo

et al. 2021

Heliyon

View full text Add to dashboard Cite

Objective To evaluate the association between the use of a 3D virtual App and academic performance among Peruvian medical students. In addition, factors associated with academic performance were also assessed. Methods We conducted an analytical cross-sectional study in students enrolled in the Musculoskeletal System course during the first semester of 2019. Students filled out a data collection form and the “Self-directed learning readiness scale” (SDLRS) questionnaire adapted by Fisher, King, and Tangle . Linear regression models were carried out to assess the association between the appropriate use of the application and academic performance. Additionally, the factors associated with academic performance were evaluated using nested models, and β coefficients were calculated by manual forward selection. Results A total of 187 medical students were included. The 61% were female and the median age was 21 [20–22] years. The average grade was 13.5 ± 2 and 21% reported an adequate use of a 3D App. No association was found between the use of the 3D App and academic performance in the adjusted model (aβ = 0.17; 95% CI: -0.45 to 0.80). We found that age (aβ = -0.22; 95% CI: -0.39 to -0.06), performing extracurricular activities (aβ = 0.75, 95% CI: 0.25 to 1.24) and having failed an anatomy/physiology course before (aβ = -2.11 to 95% CI: -2.9 to -1.8) were factors associated with academic performance. Conclusion The adequate use of a 3D application to study the anatomy of the musculoskeletal system was not significantly associated with better academic performance.

show abstract

“…In addition to the benefits mentioned, there are problems in using such apps, including the use of e-learning by organizations and individuals, the technological limitations of mobile devices, and cultural issues (50). Although the majority of college students own a smartphone, there may be students who do not own one (51). Individual limitations include the lack of initiation, no willingness to try new events, relatively inadequate training of the personnel of new technologies and their applications, and low stakeholder participation in the transition to e-learning (52)(53)(54).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the Medical Students' Satisfaction with Learning About Diabetes Through the Mobile App During the COVID-19 Pandemic

Ghaheri¹,

Hazbenejad²,

Maghsoudi³

et al. 2021

J Med Edu

View full text Add to dashboard Cite

Background: The use of technology in distance education can help cross the borders of space and time for lifelong learning. One of the active learning methods is the use of the mobile apps with the potential to develop medical education. Objectives: The aim of this study was to evaluate the efficacy of using diabetes educational mobile app in the endocrine physiology virtual classroom during the COVID-19 pandemic. Methods: In the present study, an educational mobile app for diabetes, including the information modules, as well as educational videos made by the researchers of this study, was designed for 32 medical students of Abadan University of Medical Sciences who had endocrine physiology courses in the first semester of the academic year 2019 - 2021. A researcher-made questionnaire consisting of 10 questions about learning the educational content of diabetes through the application containing educational videos in the virtual classroom of endocrine physiology, scoring based on a five-point Likert scale, was provided. The data were analyzed by SPSS 21 using descriptive statistics. Results: The results obtained based on the highest satisfaction percentage were as follows: creativity in learning (90.625%), fast learning (87.5%), accessible learning (84.375%), practical learning (81.25%), sustainable learning (81.25%), eagerness to learn (78.78%), attractive learning (78.125%), accurate learning (78.125%), reducing the student's dependence on the teacher (75%), and feeling more confident (75%). Conclusions: Using educational applications along with other teaching methods can lead to fast, creative, practical, accurate, and lasting learning, and due to its attractiveness, it creates a desire to learn in people.

show abstract

The Use of Mobile Apps to Enhance Student Learning in Introduction to Psychology

Cited by 31 publications

References 3 publications

Effects of Mobile Learning in Medical Education: A Counterfactual Evaluation

Effects of Mobile Learning in Medical Education: A Counterfactual Evaluation

Use of a 3D virtual app and academic performance in the study of the anatomy of the musculoskeletal system among Peruvian medical students

Evaluation of the Medical Students' Satisfaction with Learning About Diabetes Through the Mobile App During the COVID-19 Pandemic

Contact Info

Product

Resources

About