The use of mobile learning in higher education: A systematic review

Crompton, Helen; Burke, Diane

doi:10.1016/j.compedu.2018.04.007

Cited by 440 publications

(369 citation statements)

References 35 publications

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“…Like other developed countries, usage of smartphone among youth especially students is rapidly growing in Pakistan. Scholars recently reported that most college-going students of age 18 to 29 are addictive users of smartphone (Crompton & Burke, 2018;Klimova, 2018). Students also using a smartphone for academic learning purpose for several reasons (Vanden Abeele, 2016).…”

Section: Introductionmentioning

confidence: 99%

Understanding the academic learning of university students using smartphone: Evidence from Pakistan

Nand

Pitafi

Kanwal

et al. 2019

Journal of Public Affairs

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As the number of smartphone users have increased worldwide, research on the usage of the smartphone has received scholarly attention. However, different results were found in previous studies in different contexts. The main research question is whether adopting smartphones by students improve learning or generates interference. The purpose of this study is to examine the usage of smartphone among university students in Pakistan. Using a survey approach, data were collected from different universities/colleges of Karachi, Sindh, Pakistan. total, 585 entries was analyzed using SPSS 21.0 and AMOS 21.0 software. Results of analysis, validated most of the hypothesis showing the intention of Pakistani students towards smartphone usage for academic purpose. In addition, findings confirm that students' self‐efficacy related to a smartphone works as a moderating role of intention to use a smartphone for learning and actual usage of the smartphone. The current study has several implications in terms of smartphone usage and student academic performance. Limitations and implications of the study are also discussed in the last section.

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Section: Introductionmentioning

confidence: 99%

Understanding the academic learning of university students using smartphone: Evidence from Pakistan

Nand

Pitafi

Kanwal

et al. 2019

Journal of Public Affairs

View full text Add to dashboard Cite

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“…Furthermore, in the context of plant blindness, as discussed above, longer engagement times with plant material improves future plant awareness (Balas & Momsen, 2014;Lindemann-Matthies, 2005). We found our students were highly engaged with Even though previous research suggests students need to perceive value and relevance to embrace mobile learning (Crompton & Burke, 2018), our students were highly engaged for relatively small rewards. In Life on Earth, students were allocated full marks for entering sensible responses regardless of whether they were correct and in Plant Science there were no marks associated with the practical (but students were informed it would help with the exam, still a month away).…”

Section: Student Engagement and The Student Experiencementioning

confidence: 49%

“…Even though previous research suggests students need to perceive value and relevance to embrace mobile learning (Crompton & Burke, ), our students were highly engaged for relatively small rewards. In Life on Earth , students were allocated full marks for entering sensible responses regardless of whether they were correct and in Plant Science there were no marks associated with the practical (but students were informed it would help with the exam, still a month away).…”

Section: Discussionmentioning

confidence: 86%

Hunting for answers: Linking lectures with the real world using a mobile treasure hunt app

Hartman

Lydon

Rasmussen

2019

Plants People Planet

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Societal Impact Statement Plants underpin our society providing food, fuel, medicines, clean air and water, positive mental health, and are central to biodiversity conservation. Despite this importance and an increasing need for people with plant‐identification skills, many societies are becoming increasingly ignorant to the species with which they interact. To benefit both our undergraduates and the society they will enter, we applied mobile technology to improve plant identification and appreciation, while providing opportunities to practice transferable team work and verbal communication skills. Encouraging 'plant vision' will improve conservation efforts while increasing personal connections with green spaces, leading to mental health improvements for society. Summary Despite the importance of plants to human civilization, many societies are becoming increasingly ignorant to the plants that inhabit their surrounding environment. A phenomenon known as ‘plant blindness’. To address plant blindness in undergraduate students we designed an outdoor activity using a mobile phone app. Our aims were to identify the level of ‘plant blindness’ in our students; investigate engagement with the app and activity; determine if we can raise awareness of links between lecture content and real world scenarios; and assess the student experience as a result of the activity in large classes. The app chosen was ActionBound. Students were asked to find and photograph local examples of four plant families, along with identifying physiological benefits of features covered in lectures. Two different first year classes were exposed to this activity – Plant Science and Life on Earth. The Plant Science students (60% success rate for three families; 55 students) were less plant blind than Life on Earth students (less than 44% success rate in any of the four families; 200 students). Students engaged well with the activity with all groups submitting sensible attempts at the responses. Most students reported that the activity increased links to lecture material and all but one student reported positive experiences. Our students found the treasure hunt learning environment is a fun way to engage with the plant topics covered in lectures. In future iterations, we will more explicitly explain the links to potential careers and will address some of the logistical challenges faced in this first cohort.

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“…As smart mobile phones and other types of hand-held devices are ever increasingly developed, it is thought that their integration in the educational sector as well as in EFL classrooms will always rise. According to Crompton and Burke [12], research in mobile learning has been divided and is closely related to the understanding of the experimenter. Moreover, there is still few systematic information which is available based on over 20 years of mobile learning research.…”

Section: Introductionmentioning

confidence: 99%

“…Generally, many research studies ınvestigate the facets of m-learning for both the researchers as well as the instructional designers and also pays attention on the effective usage of the latest mobile learning technologies for education [21], but did not focus on English language learning. On the contrary, there are many review studies on mobiles and ubiquitous learning [12,[21][22][23][24][25][26][27][28]. Therefore, this review focuses on three factors ((i) research problem, (ii) participants' level of study, (iii) English skills) and their effect on groups' size, the duration of the experiment and which assessment(s) is appropriate and also fits for the study.…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning for English Language Learning Assessment and Evaluation: A Review

Shuib

2019

Preprint

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Currently, one of the dominating languages in this world is English language as it has an enormous impact in practically every area of work. In this world, English language is being regarded as the language which is most commonly spoken and it is an international language for business purposes and the language of the internet which covers about 50% of the internet content. At the same time, mobile technology is becoming more and more prominent, and practitioners as well as researchers in education perceive mobile learning as a wonderful educational tool which may promote learning among students who are studying English as a foreign language. As there is a gap in literature concerning the lack of sufficient research studies which collimate their focus on the latest mobile learning technologies instead of English learning, this review intends to fill this gap. Moreover, this review orients its focus on the research problem, the acquisition of English language skills and the level of study of the participants and also it will provide a concise summary of the previous research studies by taking into consideration of group size, the type of assessment which was adopted and the duration of the experimental study in question. Therefore, this review is going to provide to the readers a thorough analysis of all the existing literature from the year 2010 to 2017 pertaining the utilisation of mobile technologies in order to study English language. This review paper focuses mainly on some key aspects that are the number of participants to be employed in such English language study, the duration of the study as well as the type of assessment and also the integration of all these factors. The result of this review can assist researchers in education sector to design accrue and fit experimental design which mitigate the challenges and facilitate the effective use of mobile learning in English language learning.

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The use of mobile learning in higher education: A systematic review

Cited by 440 publications

References 35 publications

Understanding the academic learning of university students using smartphone: Evidence from Pakistan

Understanding the academic learning of university students using smartphone: Evidence from Pakistan

Hunting for answers: Linking lectures with the real world using a mobile treasure hunt app

Mobile Learning for English Language Learning Assessment and Evaluation: A Review

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