The use of mobile learning in PK-12 education
TL;DR: The findings reveal that 40% of the time researchers designed mobile learning activities aligning with the behaviorist approach to learning, which has the students consuming knowledge and not using the full potential of the mobile devices to have students become producers, collaborators, and creators of knowledge.
Abstract: With the increase in mobile device affordances, there has been a concomitant rise in the level of interest in investigating the breadth, purpose and extent of mobile learning in education. This systematic review provides a current synthesis of mobile learning research across 20102015 in PK-12 education. This includes a aggregated quantitative and qualitative analysis of the specific mobile learning activities as they connect to learning theories, specifically behaviorist, constructivist, situated, and collaborative learning. Major findings include that the majority of the studies focused on student learning followed by designing systems. Science was the most common subject researched and elementary schools was the most often studies setting. The findings reveal that 40% of the time researchers designed mobile learning activities aligning with the behaviorist approach to learning. This has the students consuming knowledge and not using the full potential of the mobile devices to have students become producers, collaborators, and creators of knowledge. Qualitative coding show 40% of researchers designed mobile activities that fit with the behaviorist approach to learning.Science was the most common subject researched at 53%.Elementary schools were the most often studied setting comprising 56% of the studies.63% of the studies focused on the student learning rather than the device.The majority of the studies took place in formal educational contexts at 50%.
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TL;DR: A systematic review provides the scholarly community with a current synthesis of mobile learning research across 2010–2016 in higher education settings regarding the purposes, outcomes, methodologies, subject matter domains, educational level, educational context, device types and geographical distribution of studies.
Abstract: Mobile device ownership has exploded with the majority of adults owning more than one mobile device. The largest demographic of mobile device users are 18–29 years old which is also the typical age of college attendees. This systematic review provides the scholarly community with a current synthesis of mobile learning research across 2010–2016 in higher education settings regarding the purposes, outcomes, methodologies, subject matter domains, educational level, educational context, device types and geographical distribution of studies. Major findings include that the majority of the studies focused on the impact of mobile learning on student achievement. Language instruction was the most often researched subject matter domain. The findings reveal that 74% involved undergraduate students and 54% took place in a formal educational context. Higher education faculty are encouraged to consider the opportunity to expand their learning possibilities beyond the classroom with mobile learning.
346 citations
TL;DR: The main findings include that most of the TAM studies involving M-learning focused on extending the TAM with external variables, followed by the studies that extended the model by factors from other theories/models.
Abstract: Various review studies were conducted to provide valuable insights into the current research trend of the Technology Acceptance Model (TAM). Nevertheless, this issue still needs to be investigated from further directions. It has been noticed that research overlooks the investigation of TAM with regard to Mobile learning (M-learning) studies from the standpoint of different perspectives. The present study systematically reviews and synthesizes the TAM studies related to M-learning aiming to provide a comprehensive analysis of 87 research articles from 2006 to 2018. The main findings include that most of the TAM studies involving M-learning focused on extending the TAM with external variables, followed by the studies that extended the model by factors from other theories/models. In addition, the main research problem that was frequently tackled among all the analyzed studies was to examine the acceptance of M-learning among students. Moreover, questionnaire surveys were the primarily relied research methods for data collection. Additionally, most of the analyzed studies were undertaken in Taiwan, this is followed by Spain, China, and Malaysia, respectively among the other countries. Besides, most of the analyzed studies were frequently conducted in humanities and educational context, followed by IT and computer science context, respectively among the other contexts. Most of the analyzed studies were carried out in the higher educational settings. To that end, the findings of this review study provide an insight into the current trend of TAM research involving M-learning studies and form an essential reference for scholars in the M-learning context.
290 citations
TL;DR: In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners’ skills and higher order skills.
Abstract: This study reviewed the literature on mobile technology-supported collaborative learning from 2007 to 2016. Several issues, such as the distributions and research methods, learning devices and learning environments, participants, research issues, application domains, grouping methods and collaborative learning strategies, are addressed. In addition, the relationship between the learning strategies and measurement issues are investigated. The review found that the amount of research on mobile collaborative learning increased and the connection between new mobile technology and collaborative learning activities became tighter. College students received the greatest emphasis, but more focus should be put on junior and elementary school students. Few studies were conducted on teachers and adults. In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners’ skills and higher order skills. There was little research focusing on different selection methods of group members and the teaching effects of grouping design. Most research adopted conceptualized collaborative learning strategies. Furthermore, some studies proposed that the collaborative learning activities conducted in mobile learning environments should be designed carefully to guide students to experience more effective collaborative constructivist learning. Based on the findings, in-depth discussion and suggestions for future studies are given.
207 citations
TL;DR: A system of classification, developed as a part of this research, is used to categorise the digital tools, the pedagogical foundations and goals of the activities, and the levels of technology integration in the studies, indicating high levels of usage of technology to augment traditional practice.
Abstract: There is a significant body of research relating to technology-enhanced mathematics education and the perceived potential of digital tools to enhance the learning experience. The aim of this research is to take a structured look at the types of empirical interventions ongoing in the field, and to attempt to classify and analyse the ways in which digital tools are being employed in such research. A systematic analysis of 139 recent, published studies of technology interventions in mathematics education, selected from in excess of 2000 potential studies, has been undertaken. A system of classification, developed as a part of this research, is used to categorise the digital tools, the pedagogical foundations and goals of the activities, and the levels of technology integration in the studies. Analysis of the results of this classification highlights a disparity between what is being researched in published empirical studies, and approaches that have been recognised as optimising the potential of technology to enhance mathematics education. Potential reasons for current trends are proposed and explored. A classification system for technology interventions in mathematics education was developed.139 studies were classified by Technology, Learning Theory, Aim, and level of integration (SAMR).Analysis of Results indicate high levels of usage of technology to augment traditional practice.Lower levels of transformative usage of technology were identified within the empirical research.Sustained, research-based support is required to achieve the full potential of technology.
136 citations
TL;DR: A systematic review of how technology use in education has been evaluated provides an analytical framework that educators and researchers can utilize when evaluating the use of technology in education, and could potentially inform the development of new, more holistic and more robust evaluation methods.
Abstract: There are a large variety of methodologies, contexts and perspectives that have been used to evaluate the use of technology in education. The vast array of literature involving learning technology evaluation makes it challenging to acquire an accurate sense of the different aspects of learning that are evaluated, and the possible approaches that can be used to evaluate them. This study conducted a systematic review of how technology use in education has been evaluated, based on 365 papers published in Computers and Education between 2015 and 2017. The papers analyzed encompassed a diverse range of education levels, disciplines and technologies, that were broadly commensurate with characterizations of the learning technology field from other studies. The analysis found that the evaluation of learning technology use tended to focus on eight themes: learning outcomes, affective elements, behaviors, design, technology elements, pedagogy, presence, and institutional environment. In the majority of studies (66.6%) at least one established instrument was used to evaluate the effectiveness of learning technology usage, however, a wide variety of instruments were observed within sub-themes of evaluation. The 22 instruments used to evaluate an aspect of learning technology usage in more than one study are identified. Evaluation trends for different disciplines, technologies and educational levels are also established. The findings provide an analytical framework that educators and researchers can utilize when evaluating the use of technology in education, and could potentially inform the development of new, more holistic and more robust evaluation methods.
115 citations
References
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01 Oct 1983
27,104 citations
TL;DR: An Explanation and Elaboration of the PRISMA Statement is presented and updated guidelines for the reporting of systematic reviews and meta-analyses are presented.
Abstract: Systematic reviews and meta-analyses are essential to summarize evidence relating to efficacy and safety of health care interventions accurately and reliably. The clarity and transparency of these reports, however, is not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users.
Since the development of the QUOROM (QUality Of Reporting Of Meta-analysis) Statement—a reporting guideline published in 1999—there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realizing these issues, an international group that included experienced authors and methodologists developed PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions.
The PRISMA Statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this Explanation and Elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA Statement, this document, and the associated Web site (http://www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.
25,711 citations
TL;DR: The meaning and rationale for each checklist item is explained, and an example of good reporting is included and, where possible, references to relevant empirical studies and methodological literature are included.
Abstract: Systematic reviews and meta-analyses are essential to summarise evidence relating to efficacy and safety of healthcare interventions accurately and reliably. The clarity and transparency of these reports, however, are not optimal. Poor reporting of systematic reviews diminishes their value to clinicians, policy makers, and other users. Since the development of the QUOROM (quality of reporting of meta-analysis) statement—a reporting guideline published in 1999—there have been several conceptual, methodological, and practical advances regarding the conduct and reporting of systematic reviews and meta-analyses. Also, reviews of published systematic reviews have found that key information about these studies is often poorly reported. Realising these issues, an international group that included experienced authors and methodologists developed PRISMA (preferred reporting items for systematic reviews and meta-analyses) as an evolution of the original QUOROM guideline for systematic reviews and meta-analyses of evaluations of health care interventions. The PRISMA statement consists of a 27-item checklist and a four-phase flow diagram. The checklist includes items deemed essential for transparent reporting of a systematic review. In this explanation and elaboration document, we explain the meaning and rationale for each checklist item. For each item, we include an example of good reporting and, where possible, references to relevant empirical studies and methodological literature. The PRISMA statement, this document, and the associated website (www.prisma-statement.org/) should be helpful resources to improve reporting of systematic reviews and meta-analyses.
13,813 citations
01 Jan 2009
3,657 citations
TL;DR: The updating of the QUOROM Statement is described, to ensure clear presentation of what was planned, done, and found in a systematic review, and the name of the reporting guidance was changed to PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses).
3,513 citations
"The use of mobile learning in PK-12..." refers methods in this paper
...The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration....
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...2.1 Search Strategy Based on established PRISMA (Liberati et al., 2009) principles, an extensive literature search was conducted using both electronic and manual searches....
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