Article Review #3

Article Review #3

 

Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68(2), 76-85.

 

This article discusses how mobile technology opens the door for a new kind of learning called here and now learning.  Here and now learning occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning.  While mobile devices are increasingly being used for learning in the classroom, there is still a need for research on mobile devices used in the context of their learning which could be outside the classroom. This article discusses a study used to explore how mobile devices were used to learn art content situated in the context of the learning which, while viewing the art in the education building.

The purpose of this study was to investigate the effects of here and now mobile learning on student achievement and attitude. The research questions addressed were (1) Does “Here and Now” mobile learning significantly improve student achievement when compared with Computer based Instruction? (2) Does “Here and Now” mobile learning significantly improve student attitude when compared with Computer based Instruction? (3) Are there differences in student achievement and attitudes when “Here and Now” mobile learning is delivered using a tablet versus iPod? 109 undergraduate students enrolled in preservice instructional design and instructional technology courses at a regional southeastern university participated in the study.  Participants took a pretest at the beginning of the study, and then were assigned to one of the versions of an art lesson (CBI version and iPad/iPod version) which were developed using Lectora Inspire incorporating information on five different paintings in the education building. After the lesson, they completed the posttest and an attitude survey. ANOVA was conducted on data obtained from the achievement posttest and on the attitude survey results for the Likert type items (Items 1–12). Analyses on achievement and attitude data revealed positive significant differences. The CBI treatment achieved positive posttest scores on the posttest while the iPad/iPod treatments had positive attitudes.  

The study results indicated that the students enjoyed the authentic learning environment that the mobile technologies allowed them to access. Both the iPad and iPod groups had positive attitudes compared to the CBI group on the items “content presented in a easy to understand manner”, “enjoyed the use of technology” “provided precise information” and “viewed this type of learning as effective”. This shows that students enjoy learning via this type of delivery method. The iPad group had positive attitudes compared with the CBI treatment stating that the length of the material was appropriate, and it maintained their interest.  It is also evident from the open ended responses that the CBI group focused on the content, whereas the iPad/iPod group focused on the technology. These findings were consistent with previous research that found mobile devices can provide unique opportunities to deliver content in authentic learning situation

I believe that mobile technologies can provide a way to keep students engaged and on task.  The attitude results of this study maintain that thought, and indicate that mobile technologies can indeed be engaging to students. In this study, the iPad group had the highest attitudes, whereas the CBI treatment had the lowest in the attitude survey. This reinforced that the students using the iPad were engaged, excited and motivated by the new technology compared to the computer based treatment that did not have access to the mobile device.  I think mobile technology may the wave of the future. The trend among young people today is mobile technology.  It is our job as educators to stay on the edge of emerging technology and find the most effective way of educating students.  I believe mobile learning keeps the learner engaged and by using it in the classroom, educators are able to deliver learning that is both authentic and informal.  In order to hold students interest, and help them learn most effectively, we must use techniques which will hold their interests.