Anasayfa







Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Impacts of Mobile Learning in Motivation, Engagement and Achievement Scores of Learners: Review of Literature
Selcan KİLİS
Middle East Technical University
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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Impacts of Mobile Learning in Motivation, Engagement and Achievement Scores of Learners: Review of Literature
Selcan KİLİS
Middle East Technical University
Abstract :

Mobile technology is becoming widespread all over the world and used frequently by many people. The integration of mobile technology into education is widely proliferated in recent years due to portability, ubiquity, convenience, independence of time and location, fl exibility, etc. At that point, Valk and et al. reported, with the increasing attention now being given to the role of mobiles in the educational sector in developing countries, there is a need at this juncture to take stock of the available evidence of the educational benefits that mobile phones provide in the developing world (Valk, M., Shen, R., Novak, D., Pan, X., 2009). Mobile learning (m-learning) provides many benefits for distant learners, the handicapped and people having not enough time due to family or work, etc. However, there are some confl icts among educators, designers, teachers and students with regards to the implications of mobile technology in educational settings.

 Main challenges are related with hardware limitations such as small screen size, low resolution, etc. and technological problems, problems related with designing mobile learning environment and used pedagogies and so on. Instructional designers should take into account technical characteristics of mobile devices, used pedagogy or approach, learning outcomes, etc. while designing mobile learning environment and mobile applications. Until today, due to the diversity of applications and uses of m learning, diff erent types of applications have been developed and presented in several works, including text-based applications like quizzes or class notes (Leung and Chan, 2003; White and Byrd, 2000), graphical and game based applications (Facer et al. 2004; Milos et al. 2009), video and camera based applications (Yoon et al. 2008, Chen et al. 2004) and recently augmented based applications (Spira, D. 2009; Mark, P. 2009; Alapetite, A. 2010) as Flores and et al. reported in one of their study (Flores, C.R., Morteo, L., 2010).

Another issue is that sometimes, in m-learning, students use mobile devices for diff erent purposes that are not related to course, such as surfing on web, playing game, chatting, etc. To overcome this problem, as Fisher and Baird declared, in order to create a better learning environment for the digital learning styles …, there is a need to use strategies and methods that support authentic uses of technology to support and foster motivation, collaboration, and interaction (Fisher, M., Baird, D.E., 2007). The eff iciency of m-learning in regard to students’ motivation, engagement and learning outcomes is a controversial issue. For this reason, this paper reviews the literature about the eff ects of mobile devices in educational settings in terms of motivation, engagement and achievement scores of learners. Previous studies declared that there are some critical issues related with these factors and should be taken into consideration for intended successful mobile technology integration into educational settings

Keywords : mobile technology, motivation, achievement, mobile learning
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