Xiaojie Li

Bio: Xiaojie Li is an academic researcher from Jiangsu Normal University. The author has an hindex of 1, co-authored 1 publications receiving 42 citations.

Using mobile phones in college classroom settings

Abstract: How to trigger and maintain the concentration of learners in their learning activities through mobile devices has become an important issue. Research on learning concentration and information presentation mode can provide new insights into the design and selection of m-learning materials and activities. This study used a quasi-experimental design to investigate the interaction effects of interest and presentation mode on the concentration and achievement of learning conceptual knowledge through mobile phones in the classroom setting. A total of 258 Chinese education majors participated in this study. Through correlation analysis, regression analysis, and ANOVA (one-way, two-way, and three-way), the three following major results were obtained: 1) significant correlations existed between interest and concentration as well as between concentration and achievement, 2) no interaction effects on concentration existed between presentation mode and interest while interest alone had a significant effect on concentration, and 3) interaction effects on learning achievement existed between presentation mode and interest as well as between concentration and presentation mode. The research findings imply that visual presentation (e.g., video) is not always the best choice for m-learning, and the factors of concentration, interest, and presentation modes must be fully taken into consideration when selecting m-learning materials. The limitations and directions for future research were also presented. The interaction effects of interest and presentation mode on concentration and achievement of m-learning were investigated.Significant correlations existed between interest and concentration as well as between concentration and achievement.No interaction effects on concentration existed between presentation mode and interest.Interaction effects were identified between presentation mode and interest on learning achievement.Interaction effects were identified between concentration and presentation mode on learning achievement.

The use of a mobile learning management system and academic achievement of online students

Abstract: Mobile learning has become widespread, and higher education institutions have started adopting mobile technology to cope with the needs of students. Despite its adoption in higher education settings, little research has been done to examine factors influencing the adoption of mobile learning management systems (LMSs) and the learning effects on students' academic achievement. To explore the relationships among factors and the educational effectiveness of mobile LMSs, students' demographic backgrounds (age and employment status), self-reported psychological data (self-efficacy, innovativeness, perceived ease of use, and perceived usefulness of mobile LMSs), and external factors (subjective norms) were collected from 1604 students from 10 repetitions of the same course in an online university in Korea, in addition to their test scores. The logistic regression results showed that age and employment status were significant factors in predicting students' adoption of mobile LMSs and that there were potential connections between mobile LMS use and students' gender, age, and psychological characteristics. In addition, the study demonstrated that the use of a mobile LMS positively influenced online students' academic achievement. The findings from this empirical study present a better understanding of students' usage of mobile devices in higher education. Factors influencing the adoption of mobile LMS were investigated.The use of mobile LMS was affected by multi-dimensional characteristics of factors.The use of mobile LMS had a positive relationship with students' achievement.

A review of experimental mobile learning research in 2010–2016 based on the activity theory framework

Abstract: In this study, we systematically reviewed the experimental mobile learning studies published in 2010–2016. Moreover, the activity theory framework was adopted to investigate the insights and trends of mobile learning. That is, the dimensions of context, tools, control, communication, subjects and objectives were employed to analyze the studies. It was found that most experimental mobile learning studies engaged students in real-world contexts, and the activities were conducted based on the existing school curriculums. This means that researchers and school teachers noted the value of situating students in meaningful learning by helping them link what they had learned from the textbooks to real-world scenarios or daily life environments. In the meantime, the studies frequently involved the students in actively using mobile systems with communication facilities to acquire knowledge via interacting with peers, events, and specified real-world learning targets in the environment. On one hand, many researchers proposed to raise students' motivation; on the other hand, they expected to observe more of what the learners, particularly novices and low-achievement students, had done when observing their past interactions. Even so, it was found that mobile devices were considered a main way of allowing students to acquire self-learning materials rather than only mediation learning across contexts. As the current studies can be considered to contain blended rather than purely self-paced learning, there is still a large space for mobile learning progress and development.

The Educational Affordances of Mobile Instant Messaging MIM: Results of Whatsapp® Used in Higher Education

Abstract: The popularity of Mobile Instant Messaging MIM has prompted educators to integrate it in teaching and learning in higher education. WhatsApp® is a multi-platform instant messaging application widely used worldwide, however, there is still little applied research on its use as a platform for educational activities in management higher education. In this article, the authors present a quantitative and qualitative assessment of a concrete experience of WhatsApp® use that involved 140 undergraduate management students. Data were collected through questionnaires answered by the participants after the end of the experience of use, and also via content analysis of their conversations inside their WhatsApp® groups. The results indicate five main educational affordances of MIM that can be considered in management education: interactivity, knowledge sharing, sense of presence, collaboration and ubiquity. The article also explores the limitations of this tool and provides suggestions of good practices of MIM use for teaching and learning.