Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed. This is a meta-analysis and research synthesis study for mobile-integrated education.110 published journal articles that were written over a 20-year period were coded and analyzed.The application of mobile devices to education has a moderate mean effect size.The effect sizes of moderator variables were analyzed.The benefits and drawbacks of mobile learning were synthesized.

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The effects of integrating mobile devices with teaching and learning on students' learning performance

Two previous literature review-based studies have provided important insights into mobile learning, but the issue still needs to be examined from other directions such as the distribution of research purposes. This study takes a meta-analysis approach to systematically reviewing the literature, thus providing a more comprehensive analysis and synthesis of 164 studies from 2003 to 2010. Major findings include that most studies of mobile learning focus on effectiveness, followed by mobile learning system design, and surveys and experiments were used as the primary research methods. Also, mobile phones and PDAs are currently the most widely used devices for mobile learning but these may be displaced by emerging technologies. In addition, the most highly-cited articles are found to focus on mobile learning system design, followed by system effectiveness. These findings may provide insights for researchers and educators into research trends in mobile learning.

Review of trends from mobile learning studies: A meta-analysis

While social networking has already demonstrated its efficiency in e-learning, gamification, which is the use of game-thinking and playful design in non-game contexts, has only shown its potential as a motivational tool. This paper presents the results of testing both social networking and gamification in an undergraduate course, comparing them in terms their effect on students' academic achievement, participation and attitude. The effects of a gamification plugin deployed in a learning management system were compared to those of a social networking site in the same educational setting. We found that both approaches presented better performance than a traditional e-learning approach in terms of academic achievement for practical assignments, but that, when it came to assessing knowledge, the traditional e-learning approach was better. Also challenging current assumptions, participation rates and scores remained low with the new tools, although students' attitudes were positive.

An empirical study comparing gamification and social networking on e-learning

Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies

The purpose of this literature review is to examine data-based studies published on mobile learning in K–12 from 2007 to the present. In total, 63 studies from 15 refereed journals were selected for analysis. The findings are organized in four themes: (a) comparison studies, (b) nocomparison studies, (c) mobilized learning, and (d) academic content areas. The findings showed research was primarily exploratory in nature and focused on understanding the educational affordances of using mobile devices in instructional practices. Affordances examined in the studies were identified within the contexts of multiple academic disciplines. Additionally, trends were observed, and critical issues to consider for future research are discussed.

A Look at Research on Mobile Learning in K–12 Education From 2007 to the Present

Mobile learning is considered an evolution of e-learning that embraces the ubiquitous nature of current computational systems in order to improve teaching and learning. Within this context it is possible to develop mobile applications oriented to learning, but it is also important to assess to what extent such applications actually work. In this paper we present a new tool designed to reinforce students' knowledge by means of self-assessment. Improvement in student achievement was evaluated and an attitudinal survey was also carried out to measure student attitudes towards this new tool. Three different experimental groups were selected for this research, with students aged from 14 to 21 years old, including high-school and university students. Results show that this kind of tool improves student achievement, especially amongst younger learners, with a relatively low impact on current teaching activities and methodology.

An experiment for improving students performance in secondary and tertiary education by means of m-learning auto-assessment

As mobile-learning evolves, it needs an increasing amount of information to be displayed in the device screens. Also, to develop applications to be currently used by a wide range of users, the target devices must be the mobile phones rather than PDA or bigger devices. As the phone screen is very small and many different contents must be shown, a new approach is needed to join both requirements. This paper presents a proposal for the use of 3D worlds to enhance the interface of mobile-learning applications. Some specific test results are shown for every component available to construct 3D worlds. The result is an expanded interface where more information is displayed in the same space related to the subjective 3D perspective.

M-learning enhancement using 3D worlds

In a highly globalized market, a demand of amore specialized and flexible labour force is required. This situation often means a loss of knowledge in the organizations. Our paper offers some alternatives that can be applied to mitigate this threath.

Lourdes Jiménez

Papers

An experiment for improving students performance in secondary and tertiary education by means of m-learning auto-assessment

M-learning enhancement using 3D worlds

Application of the Artificial Intelligence in Enterprise Quality Systems