Improving Mobile Learning in Secondary Mathematics and Science: Listening to Students

Autor/inn/en	Burke, Paul F.; Kearney, Matthew; Schuck, Sandy; Aubusson, Peter
Titel	Improving Mobile Learning in Secondary Mathematics and Science: Listening to Students
Quelle	In: Journal of Computer Assisted Learning, 38 (2022) 1, S.137-151 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burke, Paul F.) ORCID (Kearney, Matthew) ORCID (Schuck, Sandy) ORCID (Aubusson, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12596
Schlagwörter	Telecommunications; Handheld Devices; Educational Technology; Technology Uses in Education; Secondary School Mathematics; Secondary School Science; Science Instruction; Mathematics Instruction; Student Attitudes; Secondary School Students; Individualized Instruction; Authentic Learning; Cooperative Learning + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Sekundarschüler; Individualisierender Unterricht; Kooperatives Lernen
Abstract	Background: Mobile learning studies often focus on teachers' perspectives. This study instead considers students' experiences of learning with mobile devices (i.e., m-learning) in secondary school mathematics and science. Objectives: The research aims to describe the m-learning experiences of secondary mathematics and science students, and to determine the extent to which distinctive pedagogical dimensions impact students' perceived learning. Methods: A survey instrument using the iPAC mobile pedagogical framework as a theoretical lens is developed and validated. This framework highlights three pedagogical dimensions: personalization, authenticity, and collaboration. Structural equation modelling is used to investigate how each dimension predicts students' perceived improvement in learning, whilst accounting for usage context, among a sample of students in schools where mobile devices are used extensively. Results and Conclusions: Students were in agreement that personalization was a characteristic of their m-learning experiences, but authentic and collaborative learning were not as strongly featured. M-learning activities fostering personalization were most important for improving perceived learning; authenticity and collaboration were also significant, but no differences in perceived learning improvement due to location were found. Authentic m-learning and perceived improvement in learning with mobile devices were significantly higher in science than mathematics subjects. Implications: When teachers design m-learning tasks that enhance personalization, collaboration, and authenticity, students are predicted to perceive improvements in their learning. The findings suggest that teachers should consider designing technology-enhanced tasks that improve students' experiences of collaborative and authentic learning, particularly in mathematics for greatest gains in students' perceived improvement in learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01