Welcome to
One area of interest that I have is in mobile learning. During the
spring of 2017, I worked with a student at the University of Central
Florida to comprise the following annotated bibliography on mobile
learning:
Annotated Bibliography
Aysegul Kapucu
Gabriel Yeager
University of Central Florida
Introduction
Education is a continuously progressive topic. As a result, our group
has been asked to collect and annotate ten articles related to our topic
of mobile learning. Firstly, we searched for additional methods of
utilizing technology in instruction to enhance our study of education
and advancement in human performance. Mobile learning (m-learning),
which is a relatively new approach to instruction allows users a more
readily-available method of learning (Alrasheedi, Capretz, & Raza,
2015), in contrast to our traditional applications of instructional
technology (Sung, Chang, & Liu, 2016). Although m-learning is relatively
young in research (Dold, 2016), it holds a significant value in the
future of instructional technology (Li & Yang, 2016), and yields a great
capacity for new and exciting means of learning using immersive
technology (Burden & Kearney, 2016). Through a greater understanding of
pedagogy in m-learning technology (Cook, 2015), the future of
instruction rests in the foundational research that is currently
happening in m-learning to create a user-oriented environment for
learning (AlTameemy, 2017).
The ten articles being annotated in this paper were obtained online from
the UCF Library's Instructional Design & Technology/Educational
Technology databases. First, the group was introduced into EBSCO
Integrated Search Technique by the UCF librarian. The intention of the
group was to conduct the search in more than one database, which was
accomplished by clicking the “Choose Databases Link” portal. This was
followed by marking of the checkbox that was located to the left of the
name (ERIC-EBSCOhost and Education Source-EBSCOhost) of the databases.
After accessing the databases, the group came up with the most important
research questions that could guide it during the search. Some of these
questions include: What is mobile learning? How does mobile learning
work? Who is doing mobile learning? Why is mobile learning significant?
What are the downsides of mobile learning? Where is mobile learning
going? What are implications of mobile learning for teaching and
learning?
The keywords were identified and connected using the Boolean operators
(AND, OR, and NOT). Some of the keywords that the group connected using
the Boolean operators include Mobile Learning AND Definition; Mobile
Learning AND Higher Education; Mobile Learning AND Colleges OR
Universities; Mobile Learning NOT Gaming; Mobile Learning Implications
AND Teaching AND Learning. During the search, the group substituted some
of the related synonyms and terms with other keywords to identify more
articles. For an example, the word “disadvantage” was substituted with
the term “downsides.” The search process was successful and it helped
the group identify ten relevant articles that are annotated in this
paper.
Alrasheedi, M., Capretz, L.
F., & Raza, A. (2015). A systematic review of the critical factors for
the success of mobile learning in higher education (university students’
perspective). Journal of Educational Computing Research, 52(2),
257-276. http://doi.org/10.1177/0735633115571928
The article addresses the critical factors that determine the success of
mobile learning in the institutions of higher education. The authors
argue that the idea of m-learning has gained popularity because it
blends the idea of mobility into the context of electronic learning.
Mobility is achieved because m-learning allows students to take control
of where, what, and when they want to learn. The authors gathered the
evidence needed to support their thesis and arguments by conducting a
systematic review of the previous studies, an approach that helped them
to identify 13 key factors that influence the success of m-learning in
the context of higher education.
The use of a systematic review methodology allowed the authors to
consider the views of many scholars when advancing their argument. This
method limited their capacity to control the quality of data used in
other articles, which reduced the reliability of the findings. In
addition, the study reported in the article failed to address the impact
of individual success factors on the perception of m-learning platform.
This limited the capacity of the researchers to quantify the impact of
each success factor, which would have informed the process of
implementing m-learning in the future. However, the article is a useful
source for getting an overview of the factors that have contributed to
the success of e-learning.
AlTameemy, F. (2017). Mobile
phones for teaching and learning: Implementation and students’ and
teachers’ attitudes. Journal of
Educational Technology Systems,
45(3), 436-451.
https://doi.org/10.1177/0047239516659754
The article addresses the attitudes of learners and educators towards
the application of mobile devices in the process of learning as well as
teaching. In addition, the author intends to determine whether there is
a difference in attitudes among the users of these mobile devices
depending on their job criteria. The author argues that mobile devices
are liked by the majority of students. The author supports the ideas
documented in the article by conducting a survey that facilitates the
collection of data on the use of mobile devices by educators as well as
learners and their attitudes towards m-learning. The findings of the
survey indicate that only 4.79 % of the students surveyed do not use
mobile phones in academic work.
The use of the survey approach in conducting the study increased the
representativeness of the population being studied. In addition, the use
of a questionnaire helped the researchers to collect a large amount of
data, which enhanced the reliability of the findings. However, the
survey is an inflexible design that limited the autonomy of the
researcher. Further, due to the standardized questions, the survey may
fail to cover the best of the topic. More importantly, the article is
based on a scientific study, which makes it a useful source that will be
used to explain why both learners and educators have a positive attitude
towards the use of mobile phones to share knowledge.
Brown, H., & Mbati, L. S.
(2015). Mobile learning: Moving past the myths and embracing the
opportunities. International
Review of Research in Open & Distance Learning,
16(2), 115-135. Retrieved from
http://www.irrodl.org/index.php/irrodl
The article addresses the key considerations of m-learning and the
skewed definitions offered in the previous articles. The two authors
attempt to redefine the concept of m-learning by clarifying what it
consists of and what it does in the education sector. The authors argue
that the future of m-learning is promising, even though it is a
relatively new approach to learning. The thesis and arguments in the
article are supported by the evidence gathered from the literature
review of the findings presented in other articles and the opinion of
the authors. The findings of the study indicate that mobile technology
has disrupted the structured and hierarchical teaching methods that have
been used for centuries.
Meanwhile, it is difficult to approve the origin of information
incorporated in various researchers that were used by the authors, hence
raising the issue of bias. However, irrespective of the issue of
reliability and validity, the article provides a proper definition of
m-learning. Its content will be used to support a discussion on
opportunities that are made available by mobile learning.
Burden, K. & Kearney, M.
(2016). Future scenarios for mobile science learning.
Research in Science Education,
46(2), 287-308. https://doi.org/10.1007/s11165-016-9514-1
The article addresses the contribution of m-learning in the field of
science education, arguing that mobile technology has gained popularity
because it empowers learners to overcome challenges in all learning
environments. The article argues that m-learning will most likely be
able to erase the boundaries between “school” and “out-of-school”
activities, merging learning into one unified seamless process. It also
identifies that m-learning empowers students to negotiate across
physical and virtual boundaries.
The use of a scenario planning approach allowed the researchers to
overcome the challenges associated with inherent complexity and
unpredictability of the contemporary society, which enhanced the
credibility of their findings. However, a scenario planning approach may
lead many people into questioning the presented ideas. The approach
relies on predicting the future, which can change on the way.
Essentially, it is a useful source that provides an insight into the
future of mobile learning and its content will be used to forecast the
possible development that will occur in the field of education following
the use of these devices as tools for sharing knowledge.
Cook, E. (2015). The future
of m-learning begins with baseline pedagogy.
Internet Learning Journal,
4(2), 25-36. Retrieved from
http://www.ipsonet.org/publications/open-access/internet-learning
The article discusses the importance of a suitable theory or pedagogy in
ensuring the success of m-learning in the future. The author argues that
m-learning is relatively new and a chance for educators to establish
valuable means of instruction. However, there must be an appropriate
pedagogy before the benefits of mobile learning can be realized. The
article reports that the new technology has changed the way learners are
able to access knowledge. Compared to the traditional classroom where
the learning is instructor-centered, m-learning provides alternative
methods of knowledge acquisition.
The article relies on the review of literature design, which enables the
assessment of trends in the area of m-learning by different scholars.
Apparently, the approach tends to limit the researcher’s capacity to
control the quality of data. It requires the researcher to evaluate the
information prior using regarding validity. However, the article is a
useful source that will be used to support the argument that m-learning
facilitates the needed hybrid of the social element found in a
traditional class with the flexibility of the seemingly endless
cross-cultural experience associated with e-learning.
Dold, C. J. (2016).
Rethinking mobile learning in light of current theories and studies.
Journal of Academic Librarianship,
42(6), 679-686. https://doi.org/10.1016/j.acalib.2016.08.004
The article explores how mobile devices are used as instructional
instruments in education. The article argues that the technology-based
instructional medium boosts learning by increasing the learners’
motivation and efficacy and increases efficiency by sharing knowledge
virtually. The article identifies that online learning, as a subset of
the current academic environment, allows students to study away from the
classroom, use close-up views of procedures, and demonstrate tasks of
short duration. The article identifies that educators have not been able
to develop up-to-date teaching methods that can help them succeed in the
current environment.
The use of literature review as a methodology to source evidence to
support the thesis of the article allowed the authors to consider the
views of many scholars. However, it is hard to discern which among the
many literature reviews have the best information. Some information may
lack vivid background, an approach that may affect the findings of the
research. More importantly, the article will be used to support the
notion that video and online learning provide educators with an
opportunity to reach students in a more effective and convenient way.
Kattayat, S., Josey, S., &
Asha, J. V. (2017). Mobile learning apps in instruction and student
achievement. International Journal
of Interactive Mobile Technologies,
11(1), 143-147.
https://doi.org/10.3991/ijim.v11i1.6420
The article explores how mobile learning influences academic
achievements among students. It argues that the exponential increase in
the availability of cheap mobile technology has presented challenges as
well as opportunities to educators and learners. An experimental design
was used to collect data that enabled them to explore the impact of
mobile apps on students’ achievement. The article found that mobile
technology enhances academic achievement among students by addressing
challenges associated with the conventional learning environment, which
includes the lack of support from educators, insufficient information
about lab sessions, and the distance from academic institutions.
The use of experimental methodology to pursue the purpose of the article
enhances the reliability of its findings since the researchers had
control over the variables and subjects. Although this design may
complicate the research because of the potential errors, it helps come
up with credible results. Similarly, the design relies on probability,
hence no guarantee of competent results. More importantly, it is a
useful source that will be used to advance an argument that the low-cost
mobile devices have created a new platform on which learners and
teachers can contact each other and share knowledge.
Li, X., & Yang, X. Y.
(2016). Effects of learning styles and interest on the concentration and
achievement of students in mobile learning.
Journal of Educational Computing
Research, 54(7), 922-945.
https://doi.org/10.1177/0735633116639953
The purpose of this article is to investigate how interest and learning
style affect the level of concentration as well as the academic
achievement in the context of m-learning. The article argues that mobile
devices facilitate the development of a collaborative environment, which
boosts students’ engagement and interest in the learning process. In
this detailed research, the authors applied regression, correlation, and
analysis of variation to find out how concentration and achievement are
influenced by 92 Chinese college students in mobile learning. The
authors also found out that m-learning increase the level of flexibility
in the educational context.
The random selection of the students who took part in the research
minimized the risk of subjectivity, which enhanced the reliability of
the results. In addition, the application of regression analysis helped
the authors establish the relationship that exists between the variables
(including the interest and the level of concentration) considered in
the study. At some point, the analysis may provide incompetent results
given that it relies on an estimate, but the article will be used to
support an argument that m-learning increase the academic achievement by
enhancing the satisfaction of students.
Marzouki, O. F., Idrissi, M.
K., & Bennani, S. (2017). Effects of social constructivist mobile
learning environments on knowledge acquisition: A meta-analysis. International Journal of Interactive Mobile Technologies,
11(1), 18-39.
https://doi.org/10.3991/ijim.v11i1.5982
This article explores how a social constructivist environment affects
knowledge acquisition efficacy and academic achievement in the context
of m-learning. The article argues that social constructivism is
appropriate for mobile learning because it promotes the development of a
positive attitude towards the process of learning, social interaction,
and collaboration. The article relies on the meta-analysis research
design to pursue the purpose of their research. The results confirmed
the existence of a positive correlation between the use of mobile
devices to facilitate the process of learning and an increase in
knowledge acquisition.
The application of a meta-analysis approach allowed the researchers to
improve the level of accuracy and precision, which enhanced the
reliability of the findings. In addition, the research design enabled
the authors to identify trends in m-learning. This enhanced the accuracy
as well as the reliability of the findings. Clearly, the approach
applied in the study relies on unsystematic, controlled trials, which
may yield ineffective data. Researchers are required to vividly
interpret the quantitative results irrespective of rigorous rules being
followed in the analysis. It is a useful source that will be used to
support a notion that learners’ achievements and motivation are fostered
significantly through the application of the mobile learning technology.
Sung, Y., Chang, K., & Liu,
T. (2016). The effects of integrating mobile devices into teaching and
learning on students’ learning performance: A meta-analysis and research
synthesis. Computers & Education,
94, 252-275. https://doi.org/10.1016/j.compedu.2015.11.008
The purpose of this article is to determine the impact of the
integration of mobile technology and teaching on students’ performance.
The article argues that the use of this technology enhances the outdoor
and the classroom environment, which contributes to an improvement in
the learners’ performance. The article identifies that the orchestration
of software, mobile devices, and pedagogical design empower educational
practitioners by providing them with a platform on which they can
interact with their students more conveniently.
The findings of a research that is based on a meta-analysis method can
be generalized to similar populations, which implies that the results of
this article are reliable and can be used to inform decisions in all
online settings. However, the meta-analysis is a research design that
denies researchers the opportunity to control the quality of data used
by authors of the past articles. The content of the article will be used
to enhance the understanding of how, for whom, and in which ways
m-learning technologies would foster the learning environment and
outcomes.
References
Alrasheedi, M., Capretz, L. F., & Raza, A. (2015). A systematic review
of the critical factors for success of mobile learning in higher
education (university students' perspective). Journal of Educational
Computing Research, 52(2), 257-276.
https://doi.org/10.1177/0735633115571928
AlTameemy, F. (2017). Mobile
phones for teaching and learning: Implementation and students’ and
teachers’ attitudes. Journal of
Educational Technology Systems,
45(3), 436-451.
https://doi.org/10.1177/0047239516659754
Brown, H., & Mbati, L. S.
(2015). Mobile learning: Moving past the myths and embracing the
opportunities. International
Review of Research in Open & Distance Learning,
16(2), 115-135. Retrieved from
http://www.irrodl.org/index.php/irrodl
Burden, K. & Kearney, M.
(2016). Future scenarios for mobile science learning.
Research in Science Education,
46(2), 287-308. https://doi.org/10.1007/s11165-016-9514-1
Cook, E. (2015). The future
of m-learning begins with baseline pedagogy.
Internet Learning Journal, 4(2),
25-36. Retrieved from
http://www.ipsonet.org/publications/open-access/internet-learning
Dold, C. J. (2016).
Rethinking mobile learning in light of current theories and studies.
Journal of Academic Librarianship,
42(6), 679-686. https://doi.org/10.1016/j.acalib.2016.08.004
Kattayat, S., Josey, S., & Asha, J. V. (2017). Mobile learning apps in
instruction and student achievement.
International Journal of
Interactive Mobile Technologies, 11(1), 143-147.
https://doi.org/10.3991/ijim.v11i1.6420
Li, X., & Yang, X. Y.
(2016). Effects of learning styles and interest on the concentration and
achievement of students in mobile learning.
Journal of Educational Computing
Research, 54(7), 922-945.
https://doi.org/10.1177/0735633116639953
Marzouki, O. F., Idrissi, M. K.,
& Bennani, S. (2017). Effects of social constructivist mobile learning
environments on knowledge acquisition: A meta-analysis. International
Journal of Interactive Mobile Technologies, 11(1), 18-39.
https://doi.org/10.3991/ijim.v11i1.5982
Sung, Y., Chang, K., & Liu, T. (2016). The effects of integrating mobile
devices with teaching and learning on students’ learning performance: A
meta-analysis and research synthesis.
Computers & Education, 94,
252-275. https://doi.org/10.1016/j.compedu.2015.11.008