Improving mobile learning in secondary mathematics and science: Listening to students

Burke, PF; Kearney, M; Schuck, S; Aubusson, P

Improving mobile learning in secondary mathematics and science: Listening to students

Burke, PF Kearney, M

Schuck, S

Aubusson, P

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Publisher:: Wiley
Publication Type:: Journal Article
Citation:: Journal of Computer Assisted Learning, 2021, pp. 1-15
Issue Date:: 2021-08-19

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Field	Value	Language
dc.contributor.author	Burke, PF
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418
dc.contributor.author	Schuck, S https://orcid.org/0000-0001-7482-0480
dc.contributor.author	Aubusson, P https://orcid.org/0000-0002-6319-0695
dc.date.accessioned	2021-11-25T08:28:34Z
dc.date.available	2021-11-25T08:28:34Z
dc.date.issued	2021-08-19
dc.identifier.citation	Journal of Computer Assisted Learning, 2021, pp. 1-15
dc.identifier.issn	0266-4909
dc.identifier.issn	1365-2729
dc.identifier.uri	http://hdl.handle.net/10453/151840
dc.description.abstract	Background Mobile learning studies often focus on teachers' perspectives. This study instead considers students' experiences of learning with mobile devices (i.e., m-learning) in secondary school mathematics and science. Objectives The research aims to describe the m-learning experiences of secondary mathematics and science students, and to determine the extent to which distinctive pedagogical dimensions impact students' perceived learning. Methods A survey instrument using the iPAC mobile pedagogical framework as a theoretical lens is developed and validated. This framework highlights three pedagogical dimensions: personalization, authenticity, and collaboration. Structural equation modelling is used to investigate how each dimension predicts students' perceived improvement in learning, whilst accounting for usage context, among a sample of students in schools where mobile devices are used extensively. Results and Conclusions Students were in agreement that personalization was a characteristic of their m-learning experiences, but authentic and collaborative learning were not as strongly featured. M-learning activities fostering personalization were most important for improving perceived learning; authenticity and collaboration were also significant, but no differences in perceived learning improvement due to location were found. Authentic m-learning and perceived improvement in learning with mobile devices were significantly higher in science than mathematics subjects. Implications When teachers design m-learning tasks that enhance personalization, collaboration, and authenticity, students are predicted to perceive improvements in their learning. The findings suggest that teachers should consider designing technology-enhanced tasks that improve students' experiences of collaborative and authentic learning, particularly in mathematics for greatest gains in students' perceived improvement in learning.
dc.language	en
dc.publisher	Wiley
dc.relation	http://purl.org/au-research/grants/arc/DP150101214
dc.relation.ispartof	Journal of Computer Assisted Learning
dc.relation.isbasedon	10.1111/jcal.12596
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	0899 Other Information and Computing Sciences, 1303 Specialist Studies in Education, 1702 Cognitive Sciences
dc.subject.classification	Education
dc.title	Improving mobile learning in secondary mathematics and science: Listening to students
dc.type	Journal Article
utslib.for	0899 Other Information and Computing Sciences
utslib.for	1303 Specialist Studies in Education
utslib.for	1702 Cognitive Sciences
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Business/Marketing Discipline
pubs.organisational-group	/University of Technology Sydney/Strength - ACRI - Australia China Relations Institute
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - BIDA - Business Intelligence and Data Analytics
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
utslib.copyright.embargo	2023-08-19T00:00:00+1000Z
dc.date.updated	2021-11-25T08:28:31Z
pubs.publication-status	Published

Abstract:

Background Mobile learning studies often focus on teachers' perspectives. This study instead considers students' experiences of learning with mobile devices (i.e., m-learning) in secondary school mathematics and science. Objectives The research aims to describe the m-learning experiences of secondary mathematics and science students, and to determine the extent to which distinctive pedagogical dimensions impact students' perceived learning. Methods A survey instrument using the iPAC mobile pedagogical framework as a theoretical lens is developed and validated. This framework highlights three pedagogical dimensions: personalization, authenticity, and collaboration. Structural equation modelling is used to investigate how each dimension predicts students' perceived improvement in learning, whilst accounting for usage context, among a sample of students in schools where mobile devices are used extensively. Results and Conclusions Students were in agreement that personalization was a characteristic of their m-learning experiences, but authentic and collaborative learning were not as strongly featured. M-learning activities fostering personalization were most important for improving perceived learning; authenticity and collaboration were also significant, but no differences in perceived learning improvement due to location were found. Authentic m-learning and perceived improvement in learning with mobile devices were significantly higher in science than mathematics subjects. Implications When teachers design m-learning tasks that enhance personalization, collaboration, and authenticity, students are predicted to perceive improvements in their learning. The findings suggest that teachers should consider designing technology-enhanced tasks that improve students' experiences of collaborative and authentic learning, particularly in mathematics for greatest gains in students' perceived improvement in learning.

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http://hdl.handle.net/10453/151840