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Mobile Apps for Science Learning: Review of Research
Abstract
This review examined articles on mobile apps for science learning published from 2007 to 2014. A qualitative content analysis was used to investigate the science mobile app research for its mobile app design, underlying theoretical foundations, and students' measured outcomes. This review found that mobile apps for science learning offered a number of similar design features, including technology-based scaffolding, location-aware functionality, visual/audio representations, digital knowledge-construction tools, digital knowledge-sharing mechanisms, and differentiated roles. Many of the studies cited a specific theoretical foundation, predominantly situated learning theory, and applied this to the design of the mobile learning environment. The most common measured outcome was students' basic scientific knowledge or conceptual understanding. A number of recommendations came out of this review. Future studies need to make use of newer, available technologies; isolate the testing of specific app features; and develop additional strategies around using mobile apps for collaboration. Researchers need to make more explicit connections between the instructional principles and the design features of their mobile learning environment in order to better integrate theory with practice. In addition, this review noted that stronger alignment is needed between the underlying theories and measured outcomes, and more studies are needed to assess students' higher-level cognitive outcomes, cognitive load, and skill-based outcomes such as problem solving. Finally, more research is needed on how science mobile apps can be used with more varied science topics and diverse audiences.
... Finally, Tlili et al. (2022) described the changing landscape of m-learning pedagogies. These, as well as other similar studies (Garzón et al., 2023;Ghezeljeh et al., 2021;Krull & Duart, 2017;Liu et al., 2014;Sarrab et al., 2015;Sophonhiranrak, 2021;Talan, 2020;Zydney & Warner, 2016), have shaped our knowledge about the multiple benefits of m-learning. ...
... We could not find evidence of using a pedagogical approach in 197 studies (44.7%). This finding supports the notion that much of the research on m-learning is not grounded in pedagogical theory (Bano et al., 2018;Zydney & Warner, 2016). Therefore, we highlight the need for future empirical research to include a pedagogical approach to improve the impact of using mobile devices in educational settings. ...
... The analysis of 104 empirical studies revealed that m-learning has a large effect (d = 0.86) on students' outcomes, indicating that mobile devices are more effective in increasing student learning. Furthermore, many other review studies have confirmed learning gains as the main benefit of m-learning in different levels of education (Burden et al., 2019), fields of education (Zydney & Warner, 2016), or pedagogical approaches (Tlili et al., 2022). Therefore, the particular results of previous studies and the general results of our present systematic review support UNESCO's idea of promoting m-learning to increase students' academic achievement. ...
Mobile learning has emerged as a prominent education approach, driven by the widespread adoption of mobile devices. This approach has the potential to expand and enrich educational environments in unprecedented ways. Therefore, it is necessary to identify its unique benefits, which lead to lifelong learning opportunities for all types of learners. This systematic review examines the evolution and trends of m-learning in the last decade, as well as its advantages and challenges in education. The analysis encompassed 441 empirical studies published between 2013 and 2023 in peer-reviewed journals. The results indicate an increasing interest in mobile learning research and implementation worldwide. Learning gains were identified as the primary advantage and technical difficulties as the major challenge. The study highlights the evolving landscape of mobile learning and offers valuable insights for educators and researchers. This review underscores the importance of leveraging mobile technologies to enhance educational outcomes and suggests avenues for future research.
... However, although previous studies efficiently synthesize the possibilities of m-learning, certain areas, such as science, require a more detailed examination. Some studies have identified the trends, advantages, and challenges of using mobile devices in science (Crompton et al., 2016;Saikat et al., 2021;Zydney & Warner, 2016). Other studies have analyzed the moderating effect of science education in m-learning interventions (Shi & Kopcha, 2022;Sung et al., 2016;Talan, 2020). ...
... However, as suggested by previous studies (e.g. Zydney & Warner, 2016), much of the research in m-learning is not based on pedagogical theory. As documented in existing literature, the most common pedagogical approach in science education is inquiry-based learning (Pedaste et al., 2015); however, the best results were obtained in interventions that adopted the situated learning (g = 1.09) approach or the collaborative learning (g = 0.97) approach. ...
... This result validates versatility as a benefit of mlearning in terms of its ability to take education outside standard settings such as classrooms and laboratories (Bozkurt & Sharma, 2020). However, as reported in previous research (Bano et al., 2018;Crompton et al., 2016;Zydney & Warner, 2016), most empirical studies in science education were conducted in formal environments. The results also confirm that only a few studies are conducted in informal and multiple settings, as reported in previous studies (Bano et al., 2018;Zydney & Warner, 2016). ...
... Studies concerning mobile learning have increased in number since the advancement of mobile and wireless communication technologies [13,14,34], revealing both its benefits and its challenges. The advantage of mobile learning is that learners can be situated in a real-world scenario associated with the learning content, with no limitation by space or time [12,35]. ...
... The advantage of mobile learning is that learners can be situated in a real-world scenario associated with the learning content, with no limitation by space or time [12,35]. However, the information-rich, real-world learning scenarios provided by the mobile learning application as well as the learning environment can overwhelm or overload learners [36,34]. The challenges of mobile learning include the prevalence of multiple media, integrating physical objects into users' surroundings, depicting information regarding physical objects in parallel on a mobile device [4] as well as new learning scenarios. ...
Today, numerous mobile learning applications are used to enable learning during the working process or on-the-go. However, few insights that are available regarding mobile application usability (MAU) and its determinants in the context of mobile learning. More specifically, there is a critical need to disentangle the determinants of MAU and their overall impact on MAU while also acknowledging the possible motivational consequences. Therefore, we developed a theoretical model of MAU, its determinants, and its consequences. By utilizing a free simulation experiment, we investigated the role of MAU in the domain of mobile learning. We used structural equation modeling to analyze the theoretical model. The results show a significant influence of MAU on mobile learning compatibility, performance expectancy, and self-efficacy. The results also indicate that compatibility acts as a partial mediator of usability on performance expectancy. Finally, we conducted an importance-performance analysis that reveals key usability insights: UI output, the most critical factor, underperforms, highlighting a major improvement area. UI structure and application design also need enhancement. In contrast, UI input and application utility perform well despite lower importance, with UI graphics showing adequate performance despite being least crucial. The present paper contributes to the discussion concerning MAU and its impact on mobile learning, while delivering formative insights of MAU for mobile learning applications.
... Pada abad kedua puluh satu, telah banyak media pembelajaran berbasis perangkat mobile seperti telepon cerdas yang digunakan untuk meningkatkan pemahaman konseptual, dan mengembangkan keterampilan siswa dalam proses belajar mengajar fisika [1]. Pembelajaran fisika dengan menggunakan telepon cerdas dapat disebut sebagai physics mobile learning. ...
... Salah satu penyebab kesulitan siswa dalam memecahkan masalah adalah keterampilan berpikir kreatif siswa yang masih berada dalam kategori kurang [9]. Oleh karena itu, pembuatan physics mobile learning perlu diintegrasikan dengan model pembelajaran yang sesuai dengan kebutuhan siswa [1]. Salah satu model pembelajaran yang dapat meningkatkan keterampilan berpikir kreatif siswa adalah creative problem solving [10]. ...
Abstrak Saat ini perangkat mobile khususnya telepon cerdas android dapat digunakan sebagai media pembelajaran yang efektif untuk meningkatkan minat siswa dalam belajar fisika. Pembelajaran fisika menggunakan telepon cerdas android disebut dengan physics mobile learning. Penelitian ini bertujuan untuk menghasilkan physics mobile learning berbasis android dengan model creative problem solving pada materi teori kinetik gas yang layak digunakan sebagai media pembelajaran fisika. Physics mobile learning ini dilengkapi dengan gambar dan video yang dapat membantu siswa dalam memahami materi teori kinetik gas. Metode penelitian yang digunakan adalah Research and Development (R&D). Sedangkan pengembangan media dilakukan dengan mengacu pada model ADDIE (Analyze, Design, Develop, Implement, dan Evaluate). Pengumpulan data dilakukan menggunakan instrumen uji kelayakan untuk ahli media dan ahli materi, serta menggunakan instrumen uji coba penggunaan produk untuk guru dan siswa. Hasil uji kelayakan terhadap physics mobile learning yang dikembangkan mendapat kriteria sangat layak secara materi dengan persentase 92% dan layak secara media dengan persentase 84% dan untuk hasil uji coba penggunaan produk mendapatkan kriteria sangat layak dengan persentase penilaian oleh guru fisika sebesar 90% dan persentase rata-rata penilaian oleh siswa sebesar 89%. Berdasarkan hasil tersebut menunjukkan bahwa physics mobile learning berbasis android menggunakan model creative problem solving pada materi teori kinetik gas layak digunakan sebagai media pembelajaran fisika. Kata-kata kunci: physics mobile learning, android, creative problem solving, dan teori kinetik gas. Abstract Nowadays, mobile devices, especially android smartphones, can be used as effective learning media to increase students’ interest in learning physics. Learning physics using an android smartphone is called physics mobile learning. This study aims to produce physics mobile learning based on androids with creative problem solving model on the kinetic theory of gasses that is feasible for use as a physics learning media. Physics mobile learning is equipped with illustrations and videos that can help students understand the kinetic theory of gasses. The study method used is Research and Development (R&D). Meanwhile, media development is carried out by referring to the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate). Data was collected using a feasibility test instrument for material expert and media expert, and product test instrument for teacher and students. The results of the feasibility test by material expert got very feasible with a percentage of 92% and by media expert got feasible with a percentage of 84%. The results of the product test obtained were very feasible with a percentage of 90% by teacher and average percentage of 89% by students. Based on these results, it shows that physics mobile learning based on android using creative problem solving model on the kinetic theory of gasses is feasible for use as a physics learning media. Keywords: physics mobile learning, android, creative problem solving, and the kinetic theory of gasses.
... Between 2007 and 2014, Zydney and Warner conducted a comprehensive literature evaluation on using mobile applications for science education. Using Bloom's Taxonomy, the researchers determined the cognitive student learning outcomes associated with mobile applications (Zydney & Warner, 2016). However, our preliminary literature searches did not reveal any studies that evaluated the pedagogical options offered to TVET students through technology, specifically through the usage of HyperDosc, in terms of cognitive levels defined by Bloom's Taxonomy. ...
... It is well-known that students tend to operate at low cognitive levels, despite frequently using low-level reasoning. Several studies have shown that pupils operate at low cognitive levels, including those conducted by Frohberg et al. (2009) ;Lindsay, (2016);and Zydney and Warner, (2016). Nevertheless, the results of this study suggest that HyperDocs can play a crucial role in promoting higher-order thinking. ...
HyperDocs are interactive digital documents containing links to various digital resources and activities. These learning tools provide students with an interactive and self-directed learning experience that allows them to investigate, generate, and collaborate in a digital environment. HyperDocs have recently experienced a significant surge in usage across various fields. Despite the widespread use of HyperDocs and their potential to improve classroom learning, additional research is required to ascertain their effectiveness in educational settings. This investigation aimed to identify patterns in advanced cognitive abilities to improve Technical and Vocational Education and Training (TVET) educators' understanding of HyperDocs activities. Using Bloom's Taxonomy as a theoretical framework, the TVET instructor conducted a document analysis of HyperDocs to determine the intellectual level of student activities. During this investigation, a significant quantity of previously unrevealed information has been uncovered. The study results indicate that HyperDocs activities comprise the entire spectrum of cognitive abilities outlined in Bloom's taxonomy. The analysis reveals that most HyperDocs activities involve lower-order thinking skills such as remembering, comprehending, and applying. Higher-order thinking skills such as analyzing, evaluating, and creating are utilized less frequently, accounting for only 45.1% of all activities. Although HyperDocs' activities often incorporate primary forms of reasoning, the difference in performance is only 9.8%. The results of the present investigation indicate that the integration of HyperDocs within the Technical and Vocational Education and Training (TVET) domains has the potential to augment cognitive processing.
... Para [15], os smartphones, podem se tornar ferramentas extremamente úteis para a aprendizagem experimental devido à rica variedade de sensores que eles possuem e às suas amplas capacidades de cálculo. Corroborando com esta ideia, [16] afirmam que os smartphones oferecem muitas vantagens, como poder de computação poderoso, portabilidade e recursos de comunicação sem fio, podendo fornecer aos alunos um ambiente científico rico e uma experiência de aprendizado imersiva para o aprendizado de ciências. ...
This work presents a didactic activity that was applied to a group of teachers from a municipal education network
undergoing an update course in the first half of 2023. The proposal aims to spread the use of smartphones as an important
resource in carrying out experimentation in the classroom. It uses the case study method that deals with the theme of
urban transport and the role of bicycles as an individual mode of transport. Bicycling is a significant means of transport
and a popular sport and at the same time a sport that at the professional level involves a lot of technology and precision.
Cycling is a sport that brings an important application of circular movement and is an interesting application case covered
in high school physics courses and undergraduate courses. In the practical experimental activity proposed in this work,
a smartphone is used to measure the gear ratio of a bicycle based on the magnetic field of a magnet attached to the rear
wheel. The magnetic field signal applied to each proposed transmission ratio was applied from a periodic function and
this function applied to the Fourier Series. The results showed that the smartphone was able to accurately measure the
expected relationships of the bicycle and highlight the relevance of using a smartphone's sensors in conjunction with
Phyphox as an important means of collecting data and obtaining graphical responses in physics practices, allowing a
deeper understanding of the physical principles involved and enriching teaching and research in this area. The didactic
proposal presented, combining the case study method with experimental practice, can significantly contribute to teacher
training and physics teaching in high schools without properly equipped laboratories, offering a more interactive and
meaningful learning experience.
... An approach to exploring this spectrum of interventions is to investigate the learning environment in addition to the learners. Research in learning sciences highlights the need for adaptive scaffolding and fading mechanisms [111]- [113] that match the cognitive processes of the learner to help build knowledge [87], [114], [115]. New sources of multimodal data captured by AR devices (i.e., hand tracking, gaze, pupillometry, speech), cameras and sensors (i.e., RGB/RGB-D cameras, RFIDs, IMUs) and wearables that detect physiological signals such as heart rate variabilities, electroencephalograms, electrocardiograms, breathing rates, or electrodermal activity) provide new opportunities to interpret, predict, and guide the behavior of learners through the adaptive scaffolding of AR instructions and feedback. ...
Augmented reality (AR) has gained significant attention in recent years for its applications in training and assistance in various industrial settings. Yet, a less understood question is: How can AR systems, coupled with artificial intelligence (AI) capabilities, adaptively tailor instructions and feedback interventions to the specific needs of users, their cognitive states, and level of expertise during task execution? This paper addresses this question by conducting a systematic review that delves into three specific research areas: the state-of-the-art of AR-based systems for industrial applications in terms of features and training/assistance capabilities, the existing gaps in transforming AR into an “intelligent companion” that adapts to both the work context and the user’s needs, and how these sources of multimodal data captured by AR headsets, wearables, and IoT sensors can be harnessed to interpret, predict, and guide task performance and learning through AR. To this end, this paper synthesizes recent studies in the field of industrial AR, summarizing their main findings, contributions, and associated limitations when integrating AI capabilities into AR. The results suggest that AR can effectively tackle key industry challenges associated with training and upskilling, process improvement, and error prevention. However, significant limitations remain, especially in integrating multimodal data-driven capabilities into AR to effectively tailor AR guides to how individual workers learn and perform complex industrial tasks. The paper concludes with a framework as well as several research directions and examples to realize intelligent AR systems enhanced with advanced AI capabilities for activity understanding, user modeling, and interventions, serving as adaptive and personalized companions for industrial workers.
... Such approaches are based on the use of mobile applications for science learning. Detailed analysis of the design, feasibility and the results achieved by students, when using mobile learning (M-learning,) is presented in [10]. The authors of this paper would recommend more research on mobile learning applications, e.g., using them with more varied science topics and diverse audiences. ...
This paper provides an analysis of literature related to the use of mobile devices in teaching young children. For this purpose, the most popular mobile operating systems in Bulgaria are considered and the functionality of the existing mobile applications with Bulgarian interface is discussed. The results of a survey of parents' views regarding the mobile devices as a learning tool are presented and the ensuing conclusions are provided.
... Mobile learning "intersects mobile computing with e-learning; it combines individualized (or personal) learning with anytime and anywhere learning" (Motiwalla, 2007, p. 582). Recent meta-studies (Sung et al., 2016) and review articles (Bano et al., 2018;Crompton et al., 2016;Zydney & Warner, 2016) have revealed a heterogeneous picture regarding the effectiveness of mobile learning. While in some studies the use of mobile devices positively influenced learning achievement (Hwang et al., 2011;Ravizza et al., 2014) and working memory performance (Liebherr et al., 2020) compared to traditional forms of learning, other studies did not identify such differences (Aharony & Zion, 2019;Hochberg et al., 2020;López-Moranchel et al., 2021) or even demonstrated negative effects (Limniou, 2021). ...
In recent years, the importance of mobile devices has increased for education in general and more specifically for science and mathematics education. In the classroom, approaches for teaching with mobile devices include using student-owned devices (“bring your own device”; BYOD approach) or using school-owned devices from central pools (POOL approach). While many studies point out features of mobile learning and BYOD that are conducive to learning, a research gap can be identified in the analysis of effects of mobile device access concepts on teaching–learning processes. Thus, this study aimed to empirically compare BYOD and POOL approaches in terms of learning performance and cognitive performance (subject knowledge development, cognitive load, concentration performance). Furthermore, the analyses included specific characteristics and preconditions (gender, socioeconomic status, fear of missing out, problematic smartphone use). A quasi-experimental study (two groups) was conducted in year 8 and 9 physics classes (N = 339 students) in which smartphones are used for different purposes. The present data show no group differences between the BYOD and the POOL approach in the group of learners with respect to subject knowledge development, cognitive load, and concentration performance. However, individual findings in subsamples indicate that the POOL approach may be beneficial for certain learners (e.g., learners with low fear of missing out or learners tending toward problematic smartphone use). For school practice, these results indicate that organizational, economic, and ecological aspects appear to be the main factors in deciding about the mobile device access concept.
... The use of cellular devices and smartphones has become one of the changes in 'modern culture, including in the field of education. The use of mobile devices has changed traditional classroom learning to become more interactive and interesting (Zydney & Warner, 2016). ...
A project-based learning (PjBL) model based on mobile apps provides the knowledge and skills required for a job. The ability of students to continue learning is necessary to solve new problems and challenges. This survey-approached quantitative study aims to reveal how the mobile app-assisted PjBL model affects critical thinking skills and student achievement in entrepreneurship courses. Data were collected using observations, tests, and questionnaires. The sample in this study consisted of 100 students majoring in economic education. Data analysis used SPSS 22 through paired samples and simple linear regression tests. The findings show that Sig (2-tailed) 0.000 < 0.05, which means that the mobile app-assisted PjBL learning method is effectively applied in entrepreneurship courses, and an N-gain score of 0.7738 or N-gain percentage of 77.38% is the high criteria. Student responses after implementing the mobile app-assisted PjBL learning model showed a score of 75.2%, with good criteria. After implementing the mobile app-assisted
... Since instructing students in this manner might not always be practical and economic, mobile applications offer an environment conducive to observing natural phenomena and conducting various experiments. In addition, some science subject is difficult for pupils to comprehend without graphical representations (Zydney & Warner, 2016). The portability of more modern gadgets and their capacity to provide interactive, three-dimensional images and simulations may fit well with science learning. ...
As smartphone and tablet usage becomes more prevalent among young children, educational applications offer a wide range of learning opportunities. The benefits and capability of digital applications are well-suited to complement science education. This study investigates the role of educational digital applications available on the Android Play Store in enhancing science process skills in early childhood education. By addressing the potential of digital applications to foster science process skills, this study contributes to the understanding of digital applications' educational value in early childhood science education. The analysis revealed that digital applications contain elements that could aid in the improvement of science process skills. Moreover, observation emerges as the skill most prominently featured in digital applications. Based on the study findings, it can be inferred that digital applications have the potential to enhance children's scientific process skills.
... This technology is used in travel guide applications and maps [35]. Mobile Augmented Reality in Education: In recent years, information technologies have complemented the traditional educational model, offering new learning opportunities through educational games and interactive visualizations [36]. For this reason, with the help of MAR-based applications, the educational model can be improved and offer new dynamic and interactive approaches to teaching 139004 VOLUME 12, 2024 and learning [37]. ...
Currently, s!tudents face difficulties in understanding and assembling desktop computer hardware. Traditional teaching, which relies on theoretical classes and manuals, does not provide sufficient interactive or practical experience, hindering the comprehension and retention of knowledge. Understanding hardware is fundamental for computer science and related fields students, as it is the basis for building and maintaining computer systems. The lack of practical knowledge in this area can result in inadequate training, limiting students' abilities to apply theoretical concepts in real-world situations, which can affect their academic performance and job market readiness. There have been initiatives that included the use of printed manuals, video tutorials, and software simulations to teach hardware. However, these methods failed to engage students sufficiently or provide a practical and realistic learning experience. These methods can become boring and disconnected from the practical experience necessary for properly assembling computer hardware. The proposed solution is the use of an augmented reality (AR) mobile application to create an interactive and practical learning experience. The application called Build_PC was designed, and it allows students to visualize and manipulate hardware components in a virtual environment superimposed on the real world, allowing practical learning of computer assembly and operation. The main results of the research, which used volunteer students associated with control and experimental groups, show that the use of Build_PC significantly improved the understanding and retention of knowledge about computer hardware. Students who used the application demonstrated a greater ability to understand the operation of hardware components compared to those who used traditional methods. In addition, students reported greater motivation and satisfaction with the learning process. Implementing a AR-powered application in hardware education has several important implications. Firstly, it provides an effective tool to enhance understanding and knowledge retention, which can lead to better academic and professional preparation for students. Furthermore, it can serve as a model for integrating emerging technologies in other educational areas, enhancing practical teaching and interactive learning. It also highlights the need to invest in innovative educational technologies to keep up with job market demands and student expectations.
... In the realm of Biology education, m-Learning offers unique opportunity to improve students' knowledge of complex biological concepts through interactive simulations, virtual laboratories, and real-time data collecting (Bano et al., 2018;Zydney & Warner, 2016). The use of mobile devices in science education has showed promise in terms of improving student motivation, engagement, and academic performance (Nikou & Economides, 2018;Sung et al., 2016). ...
Article history: In Malaysia, there has been a substantial increase in the adoption of mobile learning (m-Learning) due to advancements in technology and the demand for flexible and inclusive education. The success of implementing m-Learning depends on educators' readiness and positive perceptions towards it. By employing educators who are prepared and proficient in implementing mobile learning, the learning experiences of students can be optimized and have a beneficial effect on attaining educational goals. This study is a quantitative study that seeks to assess the readiness of Biology educators at matriculation colleges, MOE, to utilise m-Learning in the instruction and learning of Biology. The focus of this study involves several variables such as knowledge, skills, and attitudes. This study involves a total of 164 Biology educators from matriculation colleges as respondents. A set of questionnaires has been used as an instrument to carry out this study and is distributed online. The data obtained were analyzed using the Statistical Package for the Social Sciences (SPSS) version 26. In summary, the findings revealed that educators in the matriculation program, MOE, shown a reasonably high degree of readiness in terms of their knowledge, skills, and attitudes towards the use of m-Learning. Studies of educators' readiness in m-Learning provide valuable insights that can be used to optimize learning experiences through technology and appropriate steps can be taken to support educators in implementing m-Learning successfully.
... An increasing number of mobile devices, such as tablets and smartphones, have become part of practical learning activities [8] [9] [10] [11] [12]. To extend the benefits of mobile technology, educational applications play an essential role in enhancing positive learning outcomes [13] [14]. ...
This research aims to develop Mobile Learning Simulation (MLS) media that is valid for learning the concept of heat transfer. The method used in this research is the Research and Development method with the ADDIE model (Analyze, Design, Develop, Implement and Evaluate). MLS was developed to make it easier for students to learn the concept of expansion and increase their understanding of the microscopic nature of heat transfer. MLS can display six 2D simulations, namely the processes of length expansion, area expansion, volume expansion, and heat transfer by conduction, convection, and radiation. The product effectiveness test was carried out with correspondents of 35 students in one of the schools in western Indonesia, obtaining an average score of 84.3% and was in the very good category. Based on the test results, the MLS application is efficient and suitable for use as a physics learning medium in high school.
... In fact, there have been recent tendencies taken by many educational institutions at diferent stages to use these modern technologies to develop their children's skills and abilities. Hence, mobile learning environments have relied on modern techniques that can be used in education and training processes for students in general and blind in particular because of their ability to acquire diferent skills in a faster way, as noted by some recent studies [9,10], which noted the efectiveness of the mobile learning environment in providing students with visual disabilities with some skills and values. Some studies also indicated that the blind did not feel psychosocial from mobile learning environments [11,12], and some of these studies have also suggested the possibility of developing their sense of psychological security by following appropriate interventions and preparing plans and programs to achieve this. ...
This study aimed to investigate the impact of the Edmodo mobile learning environment on promoting psychological security among university students with visual impairments, at both the undergraduate and postgraduate levels. The researchers employed a combination of descriptive and quasiexperimental methodologies. The primary study sample consisted of 20 visually impaired students from Beni Suef University, divided equally between an experimental group (10 students) and a control group (10 students). To achieve the research objectives, the Psychological Security Scale was utilized and the experimental group received an intervention involving the implementation of a mobile learning environment using Edmodo. The data analysis revealed a statistically significant difference between the experimental and control groups in the postassessment, with the experimental group demonstrating an elevated sense of psychological security. Furthermore, the experimental group showed significant improvements in the pre- and postassessments, favoring the latter, with a standard score of 3.781. No significant differences were observed between the postassessment and the follow-up evaluation of the experimental group, with a standard score of 0.471, indicating the continuous effectiveness of the Edmodo mobile learning environment in enhancing the psychological security of visually impaired university students. This efficacy was sustained even one month after the student’s graduation, as evidenced by the follow-up assessment.
... Another important challenge for some students with ASD, is that the use of AR can lead to sensory overload and increased anxiety. It is important that AR applications are appropriately tailored to take into account the individual needs and sensitivities of students with autism (Zydney & Warner, 2016). In order to effectively use AR in higher education for students with ASD, teachers may need additional training and support to become familiar with the technology and adapt teaching strategies to this new environment. ...
Facilitating access to advanced education and research is the mission of a proactive and future-oriented university. The university must also direct its attention to categories with disabilities such as students with ASD (Autism Spectrum Disorders). For this purpose, Augmented Reality (AR) can be used through applications that offer different types of support, as well as learning robotization processes. Students with ASD have diverse intellectual potential and can significantly contribute to scientific progress. It is important that universities recognize the intellectual potential and talent of students with ASD and provide appropriate support and accessibility to develop their skills and achieve their academic and research performance. Throughout this paper, we aimed to point out aspects of critical importance from these categories: conceptual and practical evolution, influencing factors, advantages and difficulties, perspectives but also risks regarding the lack of action in this direction. This work integrates qualitative literature review research with empirical research. The literature analysis section highlights the extent to which universities provide adaptation and orientation facilities in new spaces, taking into account the difficulty of people with ASD to adjust to unfamiliar spaces. We will present, both based on the literature and from the practice of the field at a global level, the technologies and platforms used in the development of AR applications for orientation in space. The research conclusions have an impact towards at least three directions: 1. Scientific impact, respectively enriching the specialized literature with new perspectives transmitted in a clear, concise and targeted manner; 2. Applicative impact, increasing the potential of implementing innovations in this field; as well as 3. Informative impact on the general public, which contributes to broadening the spectrum of knowledge but also to strengthening the image in the local community of the efforts made by researchers in this revolutionary field of AR.
... Nessas situações os professores, em geral, realizam demonstrações em sala de aula ou abdicam de discutir o papel das experiências na construção do conhecimento científico. É nesse contexto que o uso de smartphones e aplicativos no ensino de ciências/física tem se destacado como uma forma de complementar práticas experimentais e demonstrações (Martín-Ramos; Silva; Silva, 2017), reforçando, inclusive, o papel da tecnologia no ensino de Física (Eguez; Veloso, 2021).Diversos trabalhos mostram as vantagens de se utilizarem novas tecnologias em sala de aula(Bano et al., 2018;Staacks et al., 2018;Zydney;Warner, 2016), mas a efetivação disso ainda não atende plenamente às expectativas. Para Staacks et al (2018), parcela significativa de professores resiste ao uso de computadores, smartphones etc. em sala de aula. ...
Atividades experimentais são, reconhecidamente, elementos importantes para a aprendizagem da Física, tanto na educação básica quanto no ensino superior. No entanto, as escolas de educação básica, em geral, não possuem estrutura física, na forma de equipamentos e espaços adequados, para a execução de experimentos e demonstrações. Uma alternativa para contornar esse obstáculo é o uso de aplicativos para smartphones que registrem e permitam analisar dados tanto de experiências simuladas quanto reais. Visando a oferta razoável de aplicativos disponíveis, o objetivo deste trabalho é promover a discussão teórica a respeito de alguns elementos a serem considerados na escolha dos mesmos. Para isso, foi realizada uma pesquisa bibliográfica, por oferecer uma visão abrangente do tema. A busca por artigos foi feita no Google Acadêmico, usando palavras-chave específicas e abrangendo o período de 2009 a 2021. Dezesseis artigos foram selecionados e analisados criticamente, resultando nos seguintes temas: referencial teórico, gamificação, usabilidade e trabalho colaborativo. Esperamos que estes temas auxiliem os professores a selecionar aplicativos para tornar as atividades experimentais mais significativas.
... Group cognitive learning outcomes include group performances refer to the overall performance of the group (i.e., solutions found to solve problems, product created and project designed jointly) or the quality of collaborative knowledge-building processes during collaboration (i.e., the quality of transmission of ideas) (Zheng et al., 2023). Group non-cognitive learning outcomes refer to the learning outcomes at the group level, excluding cognitive aspects, including the quality of group social activities and social relationships (Zheng et al., 2023), and the process in which group members collaboratively regulate collective activities (Zydney & Warner, 2016). Another important feature of the adaptive instructional support is what are the activities targeted by it. ...
This meta-analysis investigates the effectiveness of adaptive instructional support across different learning outcomes in CSCL and the role of different learning activities used to adapt. The results indicate that adaptive instructional support in CSCL had a large positive effect on individual cognitive learning outcomes, medium effects on group cognitive and non-cognitive learning outcomes, as well as individual non-cognitive learning outcomes. When adaptive instructional support targeted individual or/and collaborative learning activities in CSCL, it benefited cognitive learning outcomes at both individual and group level, but the results were mixed for individual non-cognitive outcomes. We conclude that (1) adaptive instructional support enhances a broad spectrum of learning outcomes in CSCL; (2) the effects of adaptive instructional support on individual learners' non-cognitive learning outcomes may not be as substantial as its impact on individual cognitive learning outcomes; (3) the design of adaptive learning activities should carefully consider learners’ non-cognitive outcomes.
... Scaffolding improves learning from digital games (Cai et al., 2022). Educators should look for educational apps that include scaffolding such as hints and guidance, visual demonstrations and examples, or the careful sequencing of activities (Callaghan & Reich, 2018;Dubé et al., 2020;Zydney & Warner, 2016). ...
Research indicates that educators value certain benchmarks of educational quality when choosing educational apps from app stores (i.e., curriculum, feedback, scaffolding, learning theory, and development team). However, it is unclear how other users' ratings of the app, or the app's ranking on the app store's list of "top" educational apps, might impact educators' evaluations. The present study examines how educational benchmarks, ratings, and rankings influence edu-cators' selection of educational apps. One-hundred and fifty elementary educators viewed 18 researcher-created educational app pages and indicated their willingness to download, pay for, and rate each app. Results from a repeated-measures MANOVA and non-parametric tests revealed that educators preferred benchmark apps to buzzword apps, with a medium sized effect. However , they also had a strong preference for apps with positive user ratings, with a large effect, and preferred apps with a bottom ranking, with a medium effect. To improve app selection, educators should rely on their own knowledge to choose apps rather than relying on user ratings or company rankings. Companies running app stores should improve their user ratings and rankings systems to facilitate selection of apps that include evidence-backed benchmarks of app quality.
... Study previously Once developing learning media mobile learning on the eye lesson Correspondence , Engineering System Antenna , and Geography , Mathematics For increase independence and results Study participant students who get results that with using learning media practical mobile learning in its use so that worthy used For support independence and results Study participant educated , (Susanto, 2018) , (Firdausi and Santosa, 2016) , (Rahmawati and Mukminan, 2018) , (Zydney and Warner, 2016) . Software ever used deep study previously that is using Adobe Flash, Appypie , Ispring Suite, and Articulate Storyline, (Ulfa et al., 2017) , (Arista and Kuswanto, 2018) , (Irawan, 2018) , (Nurwijayanti et al., 2019) , (Mitropoulou and Argyropoulos, 2020) . ...
Enactment policy Distance Learning ( PJJ) for disconnect eye chain the spread of Covid-19 in Indonesia as well development increasingly technology _ rapidly can used by internal teachers learning that impacts independence and outcomes _ Study participant educate . Besides that is development technology can too used by teachers do learning in the 21st century viz designed lessons _ For print participant educate 21st century that can Work same , do good communication , think _ critical and creative . one _ utilization technology in the learning process that is with using learning media based on android, as participant educate Already No foreign Again with use internal smartphones life everyday . Procedure and development in study This use method research and development Brog and Gall who have modified into 8 stages . Analysis technique virgin used _ that is approach qualitative For analyze criticism and suggestions and approaches quantitative For analyze results validation expert use descriptive presentation and analysis independence as well as results Study participant educate . Research and development results This in the form of learning media based on android named Si- Maspro ( Public Relations and Protocol Application ) which has been declared very valid and feasible used in learning automation of public relations governance and protocol class XII Office Management Automation (OTKP) by experts materials , media experts , and 6 participants try out _ group small . Si- Maspro learning media has proven can increase independence and results Study participant educate after group trials were carried out big . Conclusion of Si- Maspro learning media that is feasible and effective used as a learning medium For increase independence and results Study participant educate the eyes lesson automation of public relations and protocol governance .
... The methodology of teaching using technologies has revolutionized education all over the globe, especially in higher education sectors [1]. Technologies are rapidly growing up and it reflects in all areas of works, so in education as well [2]. ...
The purpose of this study was to examine the perceptions of lecturers and managers as selected stakeholders on the use of tablet computers in teaching at a South African university. The study adopted a mixed method approach. A sample of 14 lecturers from a population of 25 voluntarily participated in the survey. Additionally, five lecturers and nine managers were interviewed. Findings showed that both stakeholders had viewed tablets as an effective teaching tool. Furthermore, teaching skills of the lecturers were enhanced due to the use of tablets and it made completion of their work faster.
... As indicated in the aforementioned literature, many universities all over the globe have integrated tablets in classroom and majority of the former studies emphasized exclusively on the applications that are installed on tablets for learning [15,16,17,18]. It cannot be assured that learning applications on tablets will certainly make students to use them for mobile learning [19]. ...
Tablets are rapidly growing pervasive, influencing all age groups of people especially adolescents. Utilizing quantitative methodology, this study sought to explore the perceptions of students and lecturers on using tablets for learning at a rural university located in the Eastern Cape state of South Africa. A descriptive case study research design was employed. A sample of 155 from a population of 254 students and 14 from a population of 25 lecturers voluntarily participated in the survey. Data collected from the structured questionnaires were captured into Statistical Package for Social Sciences (version 24). Quantitative data were analysed using descriptive and inferential analysis. Data collected from both stakeholders were triangulated by sources to confirm the findings. The results revealed that students answered the exercise questions, developed the projects and started to search concepts in detail after getting tablets. Although a statistically significant difference was there between the perceptions of students and lecturers, both stakeholders showed positive attitudes toward the students' use of tablets for learning in university classrooms. The study recommended that lecturers must provide more tablet related learning tasks to students in order to make them accept tablet as a learning tool and lecturers must ensure regularly that those tasks are done effectively.
... Mobile simulations can be used in a variety of fields, including STEM, digital communications, and health. Mobile simulations help students learn through exploration and discovery, providing learning experiences that resemble real-world situations [20]. ...
This study aims to determine the effect of case-based science, technology, engineering, and mathematics (STEM) integrated with mobile simulation on fostering students’ creative thinking skills. This study utilized an experimental design, specifically a pretest-posttest control group design. The research subjects were 40 students from a university in Surabaya City. The research instrument used was a test measuring creative thinking ability. The data was analyzed using the Wilcoxon non-parametric test because it was not normally distributed. The results showed that: (1) there is a statistically significant difference between the initial test and the final test; (2) there is a significant increase in the creative thinking ability of students who participate in oscillation-based STEM Embedded learning with mobile simulation; (3) there is a positive relationship between the use of mobile simulation and students’ STEM Embedded creative thinking ability. The conclusion of this study is that case-based STEM embedded oscillation with mobile simulation is effective in improving students’ creative thinking skills.
... Recent research on the perception of the effectiveness of education in mobile solutions suggest that when the educational content is found in a mobile application, very good results and a positive attitude are obtained regarding the use of this tool for learning [37]. Some studies recommend the use of innovative and disruptive technological strategies that are already available in learning applications, with the aim of promoting the use of said application, pointing to the capacity for intervention and communication on digital content [1,19,42]. ...
This article presents a descriptive, correlational, and quantitative study investigating the learning processes of undergraduate construction engineering and architecture students. The study aims to analyze the effectiveness of an alternative learning method compared to traditional approaches in engineering, architecture and construction education. The study focuses on the use of a mobile application (CAMPUS Javeriana) as a tool for experiential learning by using digital technologies, such as construction videos and photos, infographic images, building information modeling (BIM) models, virtual and augmented reality, among others, within the app. Forty-six architecture students participated in the study, divided into control and experimental groups within each of three undergraduate courses. Pretest and posttest questionnaires were administered to assess the students' learning outcomes, preferences, and perception of the importance of learning technologies. The test results were analyzed using scatter plots, and statistical analysis was conducted using the Jamovi package in R Studio. The students' perceived importance of the mobile app and their preference to use it in the future were also evaluated. Contextual factors such as student characteristics, available resources, and instructors' teaching style were taken into consideration. The study implemented rubrics based on the Expected Learning Results for each course to measure the overall academic performance. Furthermore, the study explores the concept of learning gain and its relationship with the obtained results, shedding light on experiences, perceptions, and academic performance in the specific context of construction education. Findings suggest a positive impact on learning outcomes and perception as a result of using a series of multi-media technologies in the mobile application.
... Mobile technology supplies novel approaches to learning (Boticki, Baksa, Seow, & Looi, 2015;Zhang, Wang, de Pablos, Tang, & Yan, 2015). It fosters more collaborative and flexible learning environments in terms of when and where learning can occur (Boticki et al., 2015;Crompton, Burke, Gregory, & Grabe, 2016;Peña-Ayala & C ardenas, 2016;Shuib, Shamshirband, & Ismail, 2015;Wu et al., 2012;Zydney & Warner, 2016). Connected technologies, such as online learning, video conferencing, and text messages allow learners to connect to each other and to experts (Hew & Brush, 2007) and have been used effectively in the fields of education and prevention to provide training and technical assistance and to promote beneficial practices (Downer, Kraft-Sayre, & Pianta, 2009;Vernon-Feagans, Kainz, Hedrick, Ginsberg, & Amendum, 2013;Warren, et al., 2006). ...
... Additionally, Zydney and Warner (2016) explored the utilization of mobile applications in science education, analyzing the application design, the use of theoretical frameworks, and the focus of analysis. Little attention has been paid to providing a holistic understanding of how various types of technology have been leveraged to enhance students' learning in IBSE, particularly at the elementary school level. ...
... Another important challenge for some students with ASD, is that the use of AR can lead to sensory overload and increased anxiety. It is important that AR applications are appropriately tailored to take into account the individual needs and sensitivities of students with autism (Zydney & Warner, 2016). In order to effectively use AR in higher education for students with ASD, teachers may need additional training and support to become familiar with the technology and adapt teaching strategies to this new environment. ...
Facilitating access to advanced education and research is the mission of a proactive and future-oriented university. The university must also direct its attention to categories with disabilities such as students with ASD (Autism Spectrum Disorders). For this purpose, Augmented Reality (AR) can be used through applications that offer different types of support, as well as learning robotization processes. Students with ASD have diverse intellectual potential and can significantly contribute to scientific progress. It is important that universities recognize the intellectual potential and talent of students with ASD and provide appropriate support and accessibility to develop their skills and achieve their academic and research performance. Throughout this paper, we aimed to point out aspects of critical importance from these categories: conceptual and practical evolution, influencing factors, advantages and difficulties, perspectives but also risks regarding the lack of action in this direction. This work integrates qualitative literature review research with empirical research. The literature analysis section highlights the extent to which universities provide adaptation and orientation facilities in new spaces, taking into account the difficulty of people with ASD to adjust to unfamiliar spaces. We will present, both based on the literature and from the practice of the field at a global level, the technologies and platforms used in the development of AR applications for orientation in space. The research conclusions have an impact towards at least three directions: 1. Scientific impact, respectively enriching the specialized literature with new perspectives transmitted in a clear, concise and targeted manner; 2. Applicative impact, increasing the potential of implementing innovations in this field; as well as 3. Informative impact on the general public, which contributes to broadening the spectrum of knowledge but also to strengthening the image in the local community of the efforts made by researchers in this revolutionary field of AR.
Η παρούσα έρευνα στοχεύει στη διερεύνηση των παραγόντων που επηρεάζουν την πρόθεση και την αποδοχή των φοιτητών στη χρήση των φορητών συσκευών στις σπουδές τους. Ερευνητικό εργαλείο αποτέλεσε μια τροποποιημένη εκδοχήτης Ενοποιημένης Θεωρίας Αποδοχής και Χρήσης της Τεχνολογίας (UTAUT) προσαρμοσμένη στο ελληνικό πλαίσιο. Συνολικά, συμμετείχαν 217 φοιτητές του Τμήματος Επιστημών Προσχολικής Αγωγής και Εκπαίδευσης, του Αριστοτελείου ΠανεπιστημίουΘεσσαλονίκης. Το ερευνητικό εργαλείο έδειξε αξιοσημείωτη εσωτερική συνέπεια και αξιοπιστία, με μεγάλη ισχύ για τη συλλογή των δεδομένων. Οι Συνθήκες Διευκόλυνσης και η Ενίσχυση της Μάθησης είναι οι παράγοντες που επηρεάζουν στατιστικά σημαντικά την πρόθεση των συμμετεχόντων να χρησιμοποιήσουν τις φορητές συσκευές στις σπουδέςτους. Επιπρόσθετα, οι παράγοντες Συνθήκες Διευκόλυνσης, και Ενίσχυση της Μάθησης Χρήσης φάνηκε να επηρεάζουν στατιστικά σημαντικά τους συμμετέχοντες αναφορικά με την πραγματική χρήση των φορητών συσκευών στις σπουδές τους. Τα ευρήματα της παρούσας έρευνας ενισχύουν τα δεδομένα σχετικά με τη χρήση φορητών συσκευών από φοιτητές για τις σπουδές τους.
This article explores the determinants of the consumption of geographical indication agricultural products through a ten-year systematic review. In recent years, the demand for healthier and safer products from consumers has been continuously increasing owing to the influence of the geographical indication of agricultural products. Geographical indication products, a type of label that associates food with specific regions, occupy a certain position in the global food market. This article aims to answer research questions about the determinants of the consumption of geographical indication agricultural products and provide a comparative analysis of five literature reviews related to this topic. We collected and processed relevant research data through a systematic literature review and provided transparent, complete, and accurate explanations using the PRISMA criterion. The research results reveal the consumer response to the geographical indication of agricultural products and the determining factors of different responses. The research in this article is of great significance for understanding the consumption trends and important information of geographical indication of agricultural products, helping enterprises better understand consumer behavior, and improving the income of farmers, producers, and enterprises.
This study aimed to explore the implementation of digital inquiry-based science learning in a rural primary school classroom in Melaka, Malaysia. The participants were eight Year 4 pupils (10-11 years old). Using a classroom action research approach, the study utilized two action research cycles using the bscs 5E Instructional Model to create lesson plans. The study's findings reveal that effective digital inquiry-based science learning development in primary schools requires activities that align with and harness pupils' prior knowledge, cross-curricular applications, differentiated learning, inquiry scaffolding, technological scaffolding, pupils' technological skills, independent learning, learning by doing, and the opportunity to make connections, express ideas and report discoveries. The study illustrates that digital inquiry-based science learning is well-suited for practice in primary schools, enhancing both teachers' pedagogical approaches and pupils' conceptual understanding.
German and Latin American science diplomacy fosters institutional partnerships and academic exchanges, bridging cultural and geographical divides to enhance productivity. This analysis highlights Germany's advanced research infrastructure and Berlin's dynamic innovation ecosystem, marked by strategic multi-actor frameworks, effective science communication, and robust public-private partnerships. It addresses Germany's challenges and opportunities in strengthening its economic position as a key player in scientific and technological progress. The network between Germany and Latin America is examined, showcasing initiatives that enhance international networking, drive innovation, stimulate economic activity, and generate mutual benefits. Collaboration between Germany and Latin American countries advances scientific knowledge, fostering bilateral progress and joint growth. These efforts address contemporary challenges, promote sustainability, and underscore the importance of science diplomacy.
This study aimed to explore the management, implementation, teaching materials, and evaluation process of digital inquiry-based science learning in rural primary school. An action research approach using qualitative methods was employed, based on the circle of action and reflection framework. The participants for this study were 8 Year 4 pupils (10-11 years old) from a rural primary school in Melaka selected using purposive sampling. The study comprised three phases: (a) clarifying the initial understanding of primary pupils regarding plant growth and photosynthesis, (b) conducting two action research cycles of digital inquiry-based science learning using the BSCS 5E Instructional model, and (c) analysing the data to address the research questions. Data were collected through interviews, reflection logs, teaching verbatim, pupils’ work and document analysis. The findings of the study revealed several key points. Firstly, in managing digital inquiry-based science learning in rural primary school, the activities must be suitable for the cognitive abilities and skills of the target pupils. Secondly, implementing digital inquiry-based science learning in rural primary school necessitates classroom activities that foster active learning and the practice of science process skills. Thirdly, it is crucial for teachers to utilise both digital and non-digital resources when selecting teaching materials for digital inquiry-based science learning in rural primary schools. Lastly, evaluating pupils’ progress in digital inquiry-based science learning requires them to apply new concepts and skills. The implications of the study were digital inquiry-based science learning was suitable to be used in the teaching and learning process for the topic of photosynthesis according in the Standards-Based Curriculum for Malaysian Primary Schools Science Year 4. Thus, it is beneficial for primary science teachers to implement digital inquiry-based learning, thus improving their pedagogical practice and pupils’ conceptual understanding.
The increasing popularity of online learning applications (OLAs) among institutions and individuals is an ongoing trend in information technology. While much of previous technology adoption research has been focused on adoption motivators or enablers, the lack of research on adoption inhibitors is the primary motivation for this study. The main focus is on dispositional resistance to change (RTC) and its role in individual OLA adoption decisions. A theoretical model integrating two fields of research, technology adoption and psychology, was developed to investigate the influence of RTC on key adoption predictors using a sample of 217 university-student OLA users. A combination of cognitive dissonance and self-verification theories was used to explain the mechanism of this influence, which was subsequently tested and verified. Findings indicate that RTC has a significant negative impact on effort expectancy and usage intention, but not on attitude and performance expectancy. This study contributes by theoretically underpinning and empirically validating the impact of RTC on OLA adoption decisions. Furthermore, it illustrates the importance of incorporating RTC into technology adoption studies in general and OLA studies in particular. This research provides the foundation for future work in this severely underexplored area.
Mobile learning is gaining popularity in science classes because it has the potential to increase student engagement and learning. This bibliometric analysis examines the trends in mobile learning and science education publications. Scopus and Web of Science (WoS) datasets were used in this bibliometric analysis. ScientoPy was employed to analyse the data obtained using The study's results give an overview of how mobile learning in science education has changed and can guide future research in this field. This bibliometric analysis also illustrates the current research on mobile learning in science education. The results suggest that mobile learning could be an excellent way to get students more interested in science and help them learn more. Inevitably, this bibliometric review of mobile learning in education only scratches the surface of a vast body of literature, with some parts of the theme have been disregarded.
ภูมิหลังและวัตถุประสงค์: การพัฒนาแอปพลิเคชันบนสมาร์ทโฟน สำหรับเทคนิค 6Ts เพื่อเพิ่มความสามารถในการอ่านโน้ตดนตรีสากลของนักเรียนระดับชั้นมัธยมศึกษาปีที่ 4 มีวัตถุประสงค์ 1) เพื่อสร้างและหาประสิทธิภาพของแอปพลิเคชันบนสมาร์ทโฟน สำหรับเทคนิค 6Ts เพื่อเพิ่มความสามารถในการอ่านโน้ตดนตรีสากล ของนักเรียนระดับชั้นมัธยมศึกษาปีที่ 4 ให้มีประสิทธิภาพตามเกณฑ์ 80/80 2) เพื่อเปรียบเทียบความสามารถในการอ่านโน้ตดนตรีสากล ของนักเรียนระดับชั้นมัธยมศึกษาปีที่ 4 ที่เรียนด้วยแอปพลิเคชันบนสมาร์ทโฟน โดยใช้เทคนิค 6Ts กลุ่มตัวอย่าง คือ นักเรียนโรงเรียนบุญวาทย์วิทยาลัย จังหวัดลำปาง ในระดับชั้นมัธยมศึกษาปีที่ 4 ห้อง 8 และห้อง 9 ที่เรียนรายวิชาศิลปศึกษา (ดนตรี) ในภาคเรียนที่ 2 ของปีการศึกษา 2566 จำนวน 60 คน ระเบียบวิธีการวิจัย: การวิจัยครั้งนี้ใช้การวิจัยเชิงทดลอง (Experimental Research) โดยใช้แบบแผนการทดลองวัดผลหลังการทดลองแบบมีกลุ่มควบคุม (Randommized Control Group Posttest Only Design) เครื่องมือวิจัย ประกอบด้วย 1) แผนการจัดการเรียนรู้ เรื่อง การอ่านโน้ตดนตรีสากล 2) แอปพลิเคชันบนสมาร์ทโฟน 3) แบบทดสอบประเมินผลระหว่างการเรียนรู้ 4) แบบทดสอบประเมินผลหลังการเรียนรู้ 5) แบบทดสอบความสามารถในการอ่านโน้ตดนตรีสากล สถิติที่ใช้ได้แก่ ค่าเฉลี่ย (Mean) ร้อยละ (Percentage) ส่วนเบี่ยงเบนมาตรฐาน(Standard Deviation) การทดสอบทีแบบอิสระต่อกัน (t-test independent test) ผลการวิจัย: 1) การสร้างและหาประสิทธิภาพของแอปพลิเคชันบนสมาร์ทโฟน สำหรับเทคนิค 6Ts เพื่อเพิ่มความสามารถในการอ่านโน้ตดนตรีสากลของนักเรียนระดับชั้นมัธยมศึกษาปีที่ 4 มีคุณภาพอยู่ในระดับมากที่สุด เท่ากับ 4.55 และมีประสิทธิภาพแบบหนึ่งต่อหนึ่ง แบบกลุ่มเล็ก และแบบภาคสนาม เท่ากับ 86.67/88.89 81.11/86.67 และ 80.83/85.22 ตามลำดับ เป็นไปตามเกณฑ์กำหนด 2) การเปรียบเทียบความสามารถในการอ่านโน้ตดนตรีสากลระหว่างกลุ่มทดลองและกลุ่มควบคุม พบว่า กลุ่มทดลองมีความสามารถในการอ่านโน้ตดนตรีสากลได้ดีกว่าควบคุม อย่างมีระดับนัยสำคัญทางสถิติที่ 0.05 สรุปผล: ผลการวิจัยสรุปได้ว่ากลุ่ม แอปพลิเคชันบนสมาร์ทโฟน สำหรับเทคนิค 6Ts มีคุณภาพและประสิทธิภาพ เป็นไปตามเกณฑ์ และเพิ่มความสามารถในการอ่านโน้ตดนตรีสากลของนักเรียนได
Families commonly document their outings by capturing their experiences through digital photographs and videos. However, little is known about the ways in which families engage their personal mobile devices to document educational family outings and how they subsequently talk about the digital artifacts that captured their informal learning experiences. This paper presents new evidence on family digital artifact creation during an informal science institution (ISI) visit, the expected and actual uses of their digital artifacts after the visit, and family conversations reminiscing about the ISI visit with the digital artifacts. Using a concurrent triangulation mixed-methods design, data on family digital artifact creation during an aquarium visit (N = 204) and digital artifact use after the visit (n = 67) were collected using parent surveys. Audio-recorded parent-child conversations with a subset of families (n = 25) document whether and how families use their digital artifacts to reminisce about the aquarium visit. Quantitative findings detail family digital technology practices during informal learning experiences, and qualitative findings suggest evidence of informal science learning in the everyday interactions of the families who elected to continue the study. The study indicates that family storytelling and digital technology practices may help to bridge informal science learning from ISI to home and frames family non-participation within an anti-deficit perspective.
Background Study
Several meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance.
Objectives
To address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches.
Methods
The software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed.
Results
The results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size.
Conclusions
The findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study.
The use of digital devices such as laptops, personal digital assistants, and mobile phones as learning tools has gained prominence in formal education, generating increased research interest in potential growth areas. According to Jeong and So (2020), there seems to be inadequate empirical evidence from extensive research to support its learning effectiveness in the fitness domain, especially among women who have been underrepresented in economically stressed areas. One of the several explanations for this disparity is the failure to consider women’s intersecting cultural identities or potential for social impact. This paper focuses on addressing this issue by conducting a qualitative study. It involves a focus group comprising 15 adult females aged 24 and above. The primary objective is to assess how virtual learning influences the learning perception of adult female learners at a yoga and fitness studio. Interactive self-paced mobile-assisted learning modules were facilitated through the use of mobile phones. An open-ended questionnaire was designed using online resources for primary data collection. The findings were derived by cross-referencing data collected from recordings, interviews, and questionnaires. The study revealed that participating in online fitness classes could enhance women's involvement in fitness-related activities.
Bu araştırmada, öğretmen adaylarının mobil uygulama destekli okul dışı öğrenme ortamlarına yönelik dijital materyaller geliştirmeleri ve geliştirilen bu materyallerin uygulanarak değerlendirilmesi amaçlanmaktadır. Özel durum yöntemi ile gerçekleştirilen bu araştırma, 2020-2021 eğitim-öğretim yılı bahar yarıyılında bir devlet üniversitesinin eğitim fakültesinde öğrenim gören 31 öğretmen adayıyla yürütülmüştür. Veri toplama aracı olarak material değerlendirme, bilgi toplama ve yansıtıcı yazı formları kullanılmıştır. Öğretmen adaylarının materyal değerlendirme formundan aldıkları puanlar betimleyici istatistiki analizle, bilgi toplama formu ve yansıtıcı yazı formu’ndan elde edilen verilerse içerik analizi yöntemiyle analiz edilmiştir. Araştırmada öğretmen adaylarının tamamı mobil destekli okul dışı öğrenme ortamlarına yönelik materyallerin, öğrenenlerin bilgilerini kalıcı hale getirmeye yardımcı olduğunu, onların derse olan ilgilerini ve motivasyonlarını arttığını belirtmişlerdir. Ayrıca öğretmen adayları, öğrenenlerin bu tür uygulamaları kullanarak teknoloji kullanım yeterliliklerinin desteklenebileceği ve teknolojiyi bilinçli kullanabileceği de vurgulamaktadır. Araştırma sonucunda; okul dışı öğrenme faaliyetlerinde kullanılabilecek teknoloji destekli benzer mobil uygulamaların geliştirilmesi ve bu uygulamalar kullanılarak öğrenme ortamlarının zenginleştirilmesi önerilmektedir.
Industrial Augmented Reality (AR) is an emerging spatial computing technology which involves the use of head-mounted displays or hand-held devices such as tablets or smartphones to superimpose digital content onto the worker’s physical to foster their productivity, learning, and interactions with machines, tools, and other workers. Industrial AR has been adopted in many industries such as manufacturing, healthcare, aerospace, and defense, predominantly for training or remote assistance purposes. Yet, several technical and technological challenges remain to be addressed for industrial AR to evolve from a spatial visualization tool to a more intelligent and adaptive assistive tool that not only augments the spatial and causal reasoning of workers but can also provide them with just-in-time training and support on the job. This chapter provides some technical background on industrial AR and underscores several research and development directions which can potentially materialize this vision.
Mobile technologies mark an increasing construct of heterogeneous semiotic resources which coexist in a networked symmetrical interrelations. This area of research is still understudied, especially in terms of demonstrating how app-mediated touristscapes are co-told, transduced, and augmented by networked assemblage between participants and mobile interfaces. Drawing on a pragma-semiotic approach, the present study aims to investigate the spatiotemporal constitution of Dubai as a mobile-mediated touristscape. We draw on a newly synthesized approach that combines Cooren and Matte’s (2010) model of constitutive pragmatics and Pennycook’s (2008, 2017) notion of “semiotic assemblages.” Such a methodological synergy has been applied to the Dubai Travel mobile app in a way that revealed how the touristscape of Dubai has been pragmatically constituted of the semiotic assemblage of heterogeneous figures in the app’s interface-human interaction. This form of techno-human interaction was demonstrated to be situated in three spacing practices: (i) presentifying or making materially present hybrid interactions of techno-human figures, (ii) ordering or systematizing the scripted trajectories of Dubai touristscape by creating more space and time across framed intervals, and (iii) accounting or linking spatiotemporal augmentation to affective semiotic assemblages. The study found that Dubai touristscape has been constituted via a human-non-human semiotic assemblage with augmented and multilayered spatiotemporal possibilities. The pragma-semiotic approach has thus helped in arguing against what accounts as a touristscape with fixed spatiotemporal properties. The study contributes to understanding the increasing role of networked communication through developing a dialogue with linguistic pragmatics.
In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in an elementary school in northern Taiwan. The experimental results showed that the proposed approach is able to improve the students' learning achievements. Moreover, it was found that the students who learned with the augmented reality-based mobile learning approach showed significantly higher motivations in the attention, confidence, and relevance dimensions than those who learned with the conventional inquiry-based mobile learning approach.
Observation competence plays a fundamental role in outdoor scientific investigation. The computerized concept mapping technique as a Mindtool has shown the potential for enhancing meaningful learning in science education. The purposes of the present study are to develop a concept map integrated mobile learning design for ecology observation and to examine the implementation effect for elementary school children. Also, the difference in growth slopes between gifted and average students is investigated. Eighteen gifted students and thirty average students were included in this study. A computerized dynamic assessment system which combines a Computerized Ecology Observation Competence Assessment (CEOCA) and a concept map integrated ecology observation learning design were implemented. The results of the hierarchical linear model (HLM) analysis reveal that the overall growth slope is significant (μ=0.27, p<.01). The effect size is 0.53. The growth slope of the gifted students is a little higher than that of the average students. However, the slope difference between ability groups is not significant. The results suggest that a well designed concept map integrated learning system demonstrates very promising potential for enhancing both the gifted and average students' mobile observation competence. The system developed in this study could be a useful resource for elementary school outdoor learning design.
This study explores the utility of a set of tablet-based personal computers in the K–12 science, technology, engineering, and mathematics classroom. Specifically, a lesson on food-chain dynamics and predator–prey population controls was designed on the Applet iPad platform and delivered to three sophomore-level ecology classes (roughly 30 students per class with six iPads). Questionnaire feedback indicated that most students greatly enjoyed and were engaged in the activity. Further, student understanding of core concepts generally increased after participating in the tablet-based activity. Here, the iPad was essentially used as a data generator for a calculation-based activity, which is one of many potential applications of a class set of tablets. The collective results of this study indicate that student engagement and concept building is enhanced by immersive, tablet-based activities and a lesson plan that can be readily used in K–12 science classrooms is provided.
When using mobile devices in support of learning activities, students gain mobility, but problems arise when group members share information. The small size of the mobile device screen becomes problematic when it is being used by two or more students to share and exchange information. This problem affects interactions among group members. To overcome the information sharing problem, the concept of Shared Display Groupware (SDG) has been proposed to support face-to-face collaboration using a shared display. However, little attention had been paid on the integration of the shared display with mobile devices in order to design a learning activity in the mobile learning environment. In this study, a learning activity was designed and a mobile learning environment was developed with the integration of the SDG to permit students to share information from individual and public spaces. During the learning activity, each student performed individual tasks using a PDA. Group tasks, following the individual tasks, were performed using a shared display, thus facilitating the sharing of information and group discussions. Each group was given their own display to share. To evaluate students' perceptions and learning effectiveness regarding the use of the SDG in supporting mobile learning, an empirical study was conducted. The study included a survey questionnaire as well as a learning achievement test. The participants in the experiment included thirty-four fourth-grade students and followed a one-group pretestposttest design. The results show that the participants evaluated high scores in every category of the questionnaire. Significant differences were found between pretest and posttest in most aspects of the learning achievement test on the creation of conditions for classifying plants. © International Forum of Educational Technology & Society (IFETS).
Fostering students' scientific inquiry competence has been recognised as being an important and challenging objective of science education. To strengthen the understanding of science theories or notations, researchers have suggested conducting some learning activities in the field via operating relevant devices. In a traditional infield scientific inquiry activity, the teacher usually lets the students operate the devices on their own after demonstrating the operational procedure. With such an approach, the students are likely to suspend the practice when they encounter problems; moreover, it is difficult for the students to connect what they have learned from the textbooks with the field practice. To deal with this problem, this study presents a context-aware ubiquitous learning system with sensing technology to detect and examine the real-world learning behaviours of students, such that personalised learning guidance and feedback can be provided; moreover, the students' experiences of operating those scientific devices, such as solar power equipment or the constellation simulators, can be conjunct to the knowledge learned from the textbooks. The experimental results from a science course of an elementary school show that this innovative approach is able to improve the learning achievements of students as well as enhance their learning motivation.
Mobile learning has been recommended for motivating students on field trips; nevertheless, owing to the complexity and the richness of the learning resources from both the real-world and the digital-world environments, information overload remains one of the major concerns. Most mobile learning designs provide feedback only for multiple choice items to guide students' learning. The aim of this study was to develop a series of worksheets as scaffolding to support inquiry-based ecology observations in a mobile learning environment. Based on a three-layer worksheet framework, a mobile learning system with in-field scoring rubrics was developed to guide the students to sequentially focus on guided observations, independent observations, and extended inquiries. Well-designed worksheets, instant feedback and supplementary materials were provided to balance the students' learning pressure and task challenge in the species-rich field. The automated scoring data for constructed response tasks were analyzed to investigate the learning growth and students' learning characteristics. The results showed that the proposed approach was effective in improving the field observation performance of the students. Furthermore, nearly 70% of the students who learned with the proposed approach could pursue their own inquiries in the mobile learning environment, showing that the approach is promising. © International Forum of Educational Technology & Society (IFETS).
In this study, the researchers investigate the effects of an integrated mind mapping and problem-posing approach on students' in-field mobile learning performance in an elementary school natural science course. A total of 86 sixth graders in three classes were assigned as follows: one class, with 29 pupils, for the mind-mapping and problem-posing mobile learning; another class, with 28 pupils, for the problem-posing mobile learning; and the other class, with 29 pupils, for the conventional tour-based mobile learning. From the experimental results, it was found that the students who learned with the problem-posing mobile learning strategy showed significantly better learning achievements than those who learned with the mind-mapping and problem-posing integrated strategy, indicating that the simpler problem-solving strategy was more suitable for application in in-field learning than the more complicated strategy that engaged students in both the learning tasks of posing problems and developing mind maps.
The use of mobile technologies in learning has attracted much attention from researchers and educators in the past decade. However, the impacts of mobile learning on students' learning performance are still unclear. In particular, some schoolteachers still doubt the effectiveness of using such new technologies in school settings. In this study, a survey has been conducted by reviewing the 2008-2012 publications in seven well-recognised Social Science Citation Index (SSCI) journals of technology-enhanced learning to investigate the applications and impacts of mobile technology-enhanced learning. It is found that mobile learning is promising in improving students' learning achievements, motivations and interests. In addition, from the survey, it is found that smartphones and tablet PCs have gradually become widely adopted mobile learning devices in recent years, which could affect the adoption of sensing technologies in the future. Accordingly, several open issues of mobile learning are addressed.
The proliferation of mobile technology has opened up or enhanced opportunities for more personalised, self-directed learning experiences beyond the four walls of classrooms. This paper reports an attempt to rise above the past five years’ studies on one-to-one mobile seamless learning by foregrounding the notions of facilitated and self-directed seamless learning to distinguish between externally and self-initiated learning activities. The paper argues that in order to nurture genuine self-directed seamless learners, practitioners ought to develop and enact systematic and cyclic facilitated seamless learning processes to enculturate the students. A domain-independent facilitated seamless learning (FSL) process framework is proposed to guide the design of a new seamless learning environment as well as to analyse existing designs. To demonstrate the versatility of the framework, two case studies are presented – one pertaining to the domain of the Chinese language and another to science learning. Through post-study reflections on the underpinning concepts on seamless learning and empirical findings, the author proposes additional guidelines for more effective applications of the framework. It is hoped that the guidelines can serve to inform the design of mobile seamless learning environments in future.
Understanding the connections between scientific inquiry and digital literacy in informal learning environments is essential to furthering students' critical thinking and technology skills. The Habitat Tracker project combines a standards-based curriculum focused on the nature of science with an integrated system of online and mobile computing technologies designed to help students learn about and participate in scientific inquiry in formal classroom settings and informal learning environments such as science museums or wildlife centers. This research documents the digital literacy skills elementary students used while participating in the Habitat Tracker project, exploring the connections between the scientific inquiry practices they developed and the digital literacy skills they employed as they engaged with the Habitat Tracker curriculum. The results of this research have implications for researchers and practitioners interested in fostering both the scientific inquiry practices and digital literacy skills of elementary students in formal and informal learning environments.
This paper describes the development of a mobile application app created as a learning tool to help organic chemistry students increase their conceptual understanding of a given topic. The learning needs of organic chemistry students studying the unit "functional groups" were first identified, appropriate learning theories were chosen, and then a working prototype of the mobile application "TsoiChemﾩ" was designed and created using Apple's iOS Software Development Kit. An iterative development process incorporated several learning theories along with the chemistry students' feedback into the app's design so as to best leverage the multi-touch feature of the device. This paper also discusses the preliminary data on the effectiveness of the design elements on student perceptions of the app and students' conceptual understanding. Future directions for the app and this study are also presented.
Concepts in fields such as astronomy often invoke scales of space and time that far exceed any that are perceived in daily life. Consequently, learners sometimes develop inappropriate intuitions of scale that in turn impede an understanding of related ideas. We investigate whether exposure to virtual 3D simulations of the solar system advances students' understanding of phenomena for which misconceptions often dominate. Here, high school students used handheld tablet computers (Apple iPad) driven by a pinch-to-zoom display to manipulate virtual representations of the solar system. Learning was gauged using a normed concept inventory of multiple choice questions that offered common misconceptions among the answer options. The experiment compared two conditions. One used a simulation where scale relationships in the solar system were exaggerated, so as to focus on surface features of the planets (much like the orrery models often used in astronomy instruction), while the other used a simulation that displayed scale relationships more appropriately. We found that, in either case, even brief exposures to instruction based on pinch-to-zoom simulations of the solar system advanced students' understanding in areas where traditional instruction is notoriously ineffective. Furthermore, displays that used more realistic depictions of scale were more successful in addressing students' misconceptions when scale played an important role in the concept.
In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school’s science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical design to support the student’s personalized learning process. We chose to report the student’s inquiry into the life cycles of the spinach plant and the butterfly to pinpoint the how the student’s personalized learning was fostered in the experiential learning. The learning process consisted of (a) in-class enculturation and question posing; (b) out-of-class field trip observation; (c) on site reflection after observation; (c) data collection and conceptualization of life cycles in the field trip; (d) the hands-on experimentation of growing the spinach plant and rearing a butterfly after the trip at home; (e) creation of animations and composition based on the hands-on experience individually either at home or in class to re-conceptualize the life cycles of the spinach plant and the butterfly, and (f) sharing and evaluation of their work in class. Each student was assigned a smartphone on a 1:1, 24 × 7 basis, which was used by individuals to mediate their seamless learning experience across multiple contexts. Through our analysis of the learning content, processes and products, we illuminate how the goal-based approach applied to mobile-assisted experiential learning facilitates students’ personalized learning and helps them to fulfill their agency in such learning experiences.
This paper presents a review of existing and current developments and the analysis of Hybrid-Electric Propulsion Systems (HEPS) for small fixed-wing Unmanned Aerial Vehicles (UAVs). Efficient energy utilisation on an UAV is essential to its functioning, often to achieve the operational goals of range, endurance and other specific mission requirements. Due to the limitations of the space available and the mass budget on the UAV, it is often a delicate balance between the onboard energy available (i.e. fuel) and achieving the operational goals. One technology with potential in this area is with the use of HEPS.In this paper, information on the state-of-art technology in this field of research is provided. A description and simulation of a parallel HEPS for a small fixed-wing UAV by incorporating an Ideal Operating Line (IOL) control strategy is described. Simulation models of the components in a HEPS were designed in the MATLAB Simulink environment. An IOL analysis of an UAV piston engine was used to determine the most efficient points of operation for this engine. The results show that an UAV equipped with this HEPS configuration is capable of achieving a fuel saving of 6.5%, compared to the engine-only configuration.
Within the past decade, a growing number of educational scientists have started to recognise the multifaceted potential that mobile learning games have as a tool for learning and teaching. This paper presents a review of current research on the topic to better understand game mechanisms with regard to learning outcomes. The purpose of this paper is twofold. First, we introduce a framework of analysis which is based on previous work on game design patterns for mobile games and on learning outcomes. The framework focuses on two aspects, motivation and knowledge gain. Second, we present a set of patterns which we identified in the literature and that positively influence these two aspects. Our results support the general assumption that mobile learning games have potential to enhance motivation. It reveals that game mechnisms such as Collaborative Actions or Augmented Reality provide incentive to get engaged with learning and/or a certain topic. With regard to knowledge gain, results are less comprehensive. Biographical notes: Birgit Schmitz holds a position as a Researcher and PhD student at the Centre for Learning Sciences and Technologies (CELSTEC) of the Open University of the Netherlands. She is doing empirical research on the educational potential of serious games and mobile learning games. Additionally, she works with the Humance AG, where she manages research projects, develops training concepts and produces multimedia trainings. She received her diploma in Business Education in 1997 and qualified as a teacher for vocational education and training in 2000.
In this paper we review mobile location-based games for learning. These games are played in physical space, but at the same time, they are supported by actions and events in an interconnected virtual space. Learning in these games is related to issues like the narrative structure, space and game rules and content that define the virtual game space. First, we introduce the theoretical and empirical considerations of mobile location based games, and then we discuss an analytical framework of their main characteristics through typical examples. In particular, we focus on their narrative structure, the interaction modes that they afford, their use of physical space as prop for action, the way this is linked to virtual space and the possible learning impact the game activities have. Finally we conclude with an outline of future trends and possibilities that these kinds of playful activities can have on learning, especially outside
school, like in environmental studies and visits in museums and other sites of cultural and historical value.
Recent advances in mobile and wireless communication technologies have enabled various new learning approaches which situate students in environments that combine real-world and digital-world learning resources; moreover, students are allowed to share knowledge or experiences with others during the learning process. Although such an approach seems to be promising and innovative, researchers have indicated several problems when applying it to practical applications, in particular, the lack of proper strategies or tools to assist the students to learn collaboratively in such a learning scenario with abundant content. Students might feel interested when using the mobile devices to learn; however, without proper assistance or guidance, their learning achievements are usually disappointing. To cope with this problem, this study proposes a concept map-oriented Mindtool for collaborative ubiquitous learning. Experimental results from a natural science course in an elementary school show that this approach not only enhances learning motivation but also improves the learning achievements of the students.
The learning of science can be made more like the practice of science through authentic simulated experiences. We have created
a networked handheld Augmented Reality environment that combines the authentic role-playing of Augmented Realities and the
underlying models of Participatory Simulations. This game, known as Outbreak @ The Institute, is played across a university
campus where players take on the roles of doctors, medical technicians, and public health experts to contain a disease outbreak.
Players can interact with virtual characters and employ virtual diagnostic tests and medicines. They are challenged to identify
the source and prevent the spread of an infectious disease that can spread among real and/or virtual characters according
to an underlying model. In this paper, we report on data from three high school classes who played the game. We investigate
students’ perception of the authenticity of the game in terms of their personal embodiment in the game, their experience playing
different roles, and their understanding of the dynamic model underlying the game.
While the knowledge economy has reshaped the world, schools lag behind in producing appropriate learning for this social change.
Science education needs to prepare students for a future world in which multiple representations are the norm and adults are
required to “think like scientists.” Location-based augmented reality games offer an opportunity to create a “post-progressive”
pedagogy in which students are not only immersed in authentic scientific inquiry, but also required to perform in adult scientific
discourses. This cross-case comparison as a component of a design-based research study investigates three cases (roughly 28
students total) where an Augmented Reality curriculum, Mad City Mystery, was used to support learning in environmental science.
We investigate whether augmented reality games on handhelds can be used to engage students in scientific thinking (particularly
argumentation), how game structures affect students’ thinking, the impact of role playing on learning, and the role of the
physical environment in shaping learning. We argue that such games hold potential for engaging students in meaningful scientific
argumentation. Through game play, players are required to develop narrative accounts of scientific phenomena, a process that
requires them to develop and argue scientific explanations. We argue that specific game features scaffold this thinking process,
creating supports for student thinking non-existent in most inquiry-based learning environments.
During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and
design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based
research, describe the importance of design-based research for the development of TELEs, propose principles for implementing
design-based research with TELEs, and discuss future challenges of using this methodology.
A variety of instructional approaches has been studied and implemented across educational and training settings. Vastly different
design practices have been proposed that reflect fundamentally different philosophies, beliefs, and biases. Yet, evidence
of mismatched frameworks and methods are widespread. This has become particularly problematic in advancing emerging constructivist
learning environments. In this paper, we advance the concept of grounded design, a process that involves linking the practices
of learning systems design with related theory and research. The purposes of this paper are to introduce the fundamentals
of grounded design, to describe how underlying foundations and assumptions can be aligned with the corresponding methods,
and to introduce examples of grounded constructivist learning environments.
blockquote>Mobile handheld devices are increasingly being used in education. In this paper, we undertook a review of empirical based articles to summarise the current research regarding the use of mobile handheld devices (personal digital assistants/PDAs, palmtops, and mobile phones) in K-12 and higher education settings. This review was guided by the following four questions: (a) How are mobile handheld devices such as PDAs, palmtops, and mobile phones used by students and teachers? (b) What types of research methods have been applied using such devices? (c) What data collection methods are used in the research? and (d) What research topics have been conducted on these handheld devices in education settings, as well as their related findings? We summarise and discuss some major findings from the research, as well as several limitations of previous empirical studies. We conclude by providing some recommendations for future research related to mobile handheld devices in education settings.
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During the past decade, design-based research has demonstrated its potential as a methodology suitable to both research and design of technology-enhanced learning environments (TELEs). In this paper, we define and identify characteristics of design-based research, describe the importance of design-based research for the development of TELEs, propose principles for implementing design-based research with TELEs, and discuss future challenges of using this methodology. (http://www.springerlink.com/content/a582109091287128/)
Advancements in handheld computing, particularly its portability, social interactivity, context sensitivity, connectivity, and individuality, open new opportunities for immersive learning environments. This article articulates the pedagogical potential of augmented reality simulations in environmental engineering education by immersing students in the roles of scientists conducting investigations. This design experiment examined if augmented reality simulation games can be used to help students understand science as a social practice, whereby inquiry is a process of balancing and managing resources, combining multiple data sources, and forming and revising hypotheses in situ. We provide 4 case studies of secondary environmental science students participating in the program. Positioning students in virtual investigations made apparent their beliefs about science and confronted simplistic beliefs about the nature of science. Playing the game in “real” space also triggered students' preexisting knowledge, suggesting that a powerful potential of augmented reality simulation games can be in their ability to connect academic content and practices with students' physical, lived worlds. The game structure provided students a narrative to think with, although students differed in their ability to create a coherent narrative of events. We argue that Environmental Detectives is 1 model for helping students understand the socially situated nature of scientific practice.
Positioned in the context of situated learning theory, the EcoMOBILE project combines an augmented reality (AR) experience with use of environmental probeware during a field trip to a local pond environment. Activities combining these two technologies were designed to address ecosystem science learning goals for middle school students, and aid in their understanding and interpretation of water quality measurements. The intervention was conducted with five classes of sixth graders from a northeastern school district as a pilot study for the larger EcoMOBILE project, and included pre-field trip training, a field trip to a local pond environment, and post-field trip discussions in the classroom.
The integration of learning games into schools holds significant promise, yet faces numerous obstacles. Ubiquitous games (casual games for smart phones) attempt to motivate students to engage repeatedly with content beyond school, while enabling teachers to facilitate deeper reflection on game-related curricula during class. During a two-year study, researchers developed four biology-themed UbiqGames and curricula. An analysis of gameplay patterns and posttest data suggests that both male and female students played the games. Correlation of content knowledge gains with specific game design attributes (e.g., simulation feedback and depth of content) suggested areas for further research on “casual” learning games.
This paper reports a one-year study on the project of “Bring Your Own Device (BYOD) for seamless science inquiry” in a primary school in Hong Kong. BYOD in this study refers to “the technology model where students bring a personally owned mobile device with various apps and embedded features to use anywhere, anytime for the purpose of learning”. The study aims at investigating (a) what advancement of content knowledge students made in their science inquiry in a seamless learning environment supported by their own mobile device; (b) how the students advanced their content knowledge in science inquiry; and (c) what students' perception is regarding their learning experience supported by their own mobile devices. The topic of inquiry was “The Anatomy of Fish”. Data collection included pre- and post-domain tests, self-reported questionnaire, student artifacts, class observations and field notes. Content analysis and a student artifact tracing approach were adopted in the data analysis to examine and trace students' knowledge advancement. The research findings show that the students advanced their understanding of the anatomy of fish well beyond what was available in the textbook and they developed positive attitude toward seamless science inquiry supported by their own mobile devices.
The purpose of this study is to review empirical research articles regarding game-based science learning (GBSL) published from 2000 to 2011. Thirty-one articles were identified through the Web of Science and SCOPUS databases. A qualitative content analysis technique was adopted to analyze the research purposes and designs, game design and implementation, theoretical backgrounds and learning foci of these reviewed studies. The theories and models employed by these studies were classified into four theoretical foundations including cognitivism, constructivism, the socio-cultural perspective, and enactivism. The results indicate that cognitivism and constructivism were the major theoretical foundations employed by the GBSL researchers and that the socio-cultural perspective and enactivism are two emerging theoretical paradigms that have started to draw attention from GBSL researchers in recent years. The analysis of the learning foci showed that most of the digital games were utilized to promote scientific knowledge/concept learning, while less than one-third were implemented to facilitate the students’ problem-solving skills. Only a few studies explored the GBSL outcomes from the aspects of scientific processes, affect, engagement, and socio-contextual learning. Suggestions are made to extend the current GBSL research to address the affective and socio-contextual aspects of science learning. The roles of digital games as tutor, tool, and tutee for science education are discussed, while the potentials of digital games to bridge science learning between real and virtual worlds, to promote collaborative problem-solving, to provide affective learning environments, and to facilitate science learning for younger students are also addressed.
The purpose of this study was to investigate how a mobile collaborative augmented reality (AR) simulation system affects learners' knowledge construction behaviors and learning performances. In this study, 40 undergraduate students were recruited and divided into dyads to discuss a given task either with the assistance of a mobile collaborative AR system or traditional 2D simulation system. The participants' knowledge acquisition regarding elastic collision was evaluated through a pre-test and a post-test comparison. Learners' knowledge construction behaviors were qualitatively identified according to an adapted three-category coding scheme including construction of problem space (PS), construction of conceptual space (CS), and construction of relations between conceptual and problem space (CPS), and were then analyzed by adopting lag sequential analysis. The results indicated that the learners who learned with the AR system showed significant better learning achievements than those who learned with the traditional 2D simulation system. Furthermore, the sequential patterns of the learners' behaviors were identified, including three sustained loops (PS→PS, CS→CS, CPS→CPS), a bi-directional path between the PS and CPS activities (PS↔CPS), and a one way path from the PS activity to the CS activity (PS→CS). The revealed behavior patterns suggest that the AR Physics system may serve as a supportive tool and enable dyad learners to respond quickly to the displayed results and support their knowledge construction processes to produce a positive outcome. Based on the behavioral patterns found in this study, suggestions for future studies and further modifications to the system are proposed.
Recent advancements in digital technology have attracted the interest of educators and researchers to develop technology-assisted inquiry-based learning environments in the domain of school science education. Traditionally, school science education has followed deductive and inductive forms of inquiry investigation, while the abductive form of inquiry has previously been sparsely explored in the literature related to computers and education. We have therefore designed a mobile learning application ‘ThinknLearn’, which assists high school students in generating hypotheses during abductive inquiry investigations. The M3 evaluation framework was used to investigate the effectiveness of using ‘ThinknLearn’ to facilitate student learning. The results indicated in this paper showed improvements in the experimental group's learning performance as compared to a control group in pre-post tests. In addition, the experimental group also maintained this advantage during retention tests as well as developing positive attitudes toward mobile learning.
Many issues have been identified in outdoor teaching, especially in places that lack the capacity to effectively present information about such subjects as historical relics, rare animals, and geological landscapes. This study proposes an Environment of Ubiquitous Learning with Educational Resources (EULER) based on radio frequency identification (RFID), the Internet, ubiquitous computing, embedded systems and database technologies to resolve such issues. A case study of natural science learning was conducted in classrooms and at the Guandu Nature Park in Taiwan. Participants included elementary school teachers and students. The results of the evaluation in this study show that the proposed EULER significantly improves student motivation and learning. Furthermore, the results of a post-study survey reveal that most student feedback is positive, further indicating the effectiveness of the EULER.
This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students’ knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.