The Pitfalls of Mobile Devices in Learning: A Different View and Implications for Pedagogical Design

Autor/in	Ting, Yu-Liang
Titel	The Pitfalls of Mobile Devices in Learning: A Different View and Implications for Pedagogical Design
Quelle	In: Journal of Educational Computing Research, 46 (2012) 2, S.119-134 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Foreign Countries; Electronic Learning; Telecommunications; Teaching Methods; Grade 6; Vignettes; English (Second Language); Second Language Learning; Barriers; Computer Assisted Instruction; Handheld Devices; Instructional Design; Student Surveys; Student Attitudes; Instructional Effectiveness; Pretests Posttests; Usability; Use Studies; Educational Strategies; Classroom Techniques; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerbefragung; Schülerverhalten; Unterrichtserfolg; Benutzerschulung; Lehrstrategie; Klassenführung
Abstract	Studies have been devoted to the design, implementation, and evaluation of mobile learning in practice. A common issue among students' responses toward this type of learning concerns the pitfalls of mobile devices, including small screen, limited input options, and low computational power. As a result, mobile devices are not always perceived by students as beneficial tools for their learning. Such perception undermines the use of mobile devices in learning and dampens teachers' interest in adopting mobile learning. This study tackles this issue and proposes that contextualizing the use of mobile devices can promote students' attitudes toward the use of mobile devices in learning. In other words, the use of mobile devices in learning should be in conjunction with the ambient artifacts where the user is and corresponding experience may provide the user with a positive perception toward the use of mobile devices. The proposed approach is evaluated by a sample practice to obtain preliminary supporting evidence. Further discussion is made on some innovative designs of mobile learning practices. This study is to provide a different view of mobile devices' pitfalls in learning and suggests that, relying on appropriate design, these pitfalls can be overcome to embrace a broader spectrum of mobile learning practice designs. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10