Running head: Mobile Technology in Learning Environments

The Impact of Mobile Technology as a Supplement to Learning Environments

Matthew Whatley

EDIT 590 – 201

Educational Research in Technology

April 29, 2009

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that any assistance I received in its preparation is fully acknowledged and disclosed in the
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Student Name: Matthew Whatley

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 Mobile
Technology
in
Learning
Environments
 2


Problem
Statement


Introduction


When
students
are
away
from
face‐to‐face
learning
environment,
there
must

be
a
way
for
them
to
apply
things
they
encounter
in
their
daily
lives
that
reinforce

what
they
have
learned
in
the
classroom.
As
technology
continues
to
advance,
the

center
of
attention
has
turned
to
the
mobile
device,
which
is
now
capable
of
sending

messages
to
contacts,
taking
photos
and
videos,
surfing
the
Internet
and
more.

The

focus
to
mobile
technology
is
clearly
illustrated
by
a
look
at
sales
of
personal

computers
and
mobile
devices
in
which
mobile
devices
outsold
PCs
4
to
1
(Fisch,

2008).

The
amount
of
text
messages
that
are
sent
on
a
daily
basis
exceeds
the

population
of
this
planet
and
is
responded
to
within
15
minutes
after
the
recipient

has
received
it(Fisch,
2008).


Considering
the
growing
popularity
of
mobile
devices,

this
study
will
attempt
to
determine
what
the
correlation
is
(if
any)
between
this

new
style
of
learning
is
with
the
gratification
of
learning.
Due
to
its
inherent

portability,
m‐learning
has
the
potential
to
connect
students
with
each
other
from

anywhere
in
the
world
using
the
context
of
their
own
environment.

No
longer

tethered
to
a
desk
or
computer
chair,
mobile
devices
allow
students
to
engage
in

richer
more
contextual
learning
and
communication.




The
subjects
for
this
study
will
be
adults
(who
own
cell
phones
and

understand
how
text
messaging
works)
who
are
currently
participating
in
corporate

training
and
graduate
students
and
are
willing
to
use
mobile
devices
in
support
of

learning.


Objectives
of
the
Study


This
study
attempts
to
survey
the
relationship
between
learner
styles
and

learner
satisfaction
using
mobile
devices
as
a
supplement
to
face‐to‐face
or
online

learning
environments.






 Mobile
Technology
in
Learning
Environments
 3


Problem


Surfing
the
Internet,
communicating
with
friends
and
family
and
using
web

applications
is
no
longer
an
act
solely
done
on
a
PC.
Instead,
more
users
are
looking

at
their
mobile
devices
to
do
the
same
type
of
things.

There
is
no
denying
the

statistics
that
illustrate
the
world’s
obsession
with
these
devices,
but
how
is
it

affecting
the
way
we
interact,
learn
and
communicate
with
each
other?

As
learning

and
comprehension
styles
change
to
fit
this
new
medium,
instructional
designers

must
take
a
closer
look
at
the
impact
mobile
learning
is
having
on
learner

satisfaction.

“The
truly
big
challenge
for
the
educators…of
m
learning
is
to
find
ways

to
ensure
that
this
new
learning
is
highly
situated,
personal,
collaborative
and
long

term;
in
other
words,
truly
learner‐centered
learning”(Muyinda,
2007).


Significance
of
the
Study


As
mobile
devices
get
smarter
and
faster,
the
technology
will
lead
to
new
and

innovative
approaches
to
various
fields
including
instructional
design.
While
still
in

its
infancy,
there
is
a
significant
application
for
using
these
devices
as
a
compliment

to
traditional
online
and
face
to
face
learning
environments.
The
mobile
device
has

potential
to
be
a
significant
support
system
for
learning
for
teachers,
administrators

and
instructional
designers
as
well
as
providing
a
immense
resource
for
learning

from
students.


Definitions


1. Mobile
Device:
portable
device
for
connecting
to
a
telecommunications

network
in
order
to
transmit
and
receive
voice,
video,
or
other
data.



2. SMS:
Short
message
Service,
a
communication
service
on
mobile
devices
in

which
users
can
send
textual
messages
up
to
160
characters
long
to
other

mobile
device
users.



 Mobile
Technology
in
Learning
Environments
 4


3. M‐Learning:
learning
mediated
via
handheld
devices
and
potentially

available
anytime,
anywhere.
Such
learning
may
be
formal
or
informal.

(Kukulska‐Hulme
&
Shield,
2008)

4. Learning
Style:
characteristic
preferences
for
alternative
ways
of
taking
in

and
processing
information(Litzinger,
Lee,
Wise,
&
Felder,
2007)


Conceptual
Framework


Conceptual
Model


IV:
Learning
styles
of
students


DV:
Learner
satisfaction
with
the
various
uses
of
mobile
devices
in
supporting

learning


IV
Subvariables:


• What
side
of
a
given
learning
style
dimension
is
represented
by
learner's

preferences

• How
much
preference
is
indicated
for
one
side
of
a
given
learning
style

dimension



DV
Subvariables:


• Quantity
of
learner
satisfaction
with
the
support
of
mobile
devices

• Quality
of
learner
satisfaction


Research
Questions


What
is
the
learning
style
of
students
who
use
mobile
devices
to
support

their
learning?


What
is
the
relationship
between
the
learning
style
of
students
who
use

mobile
devices
to
support
their
learning
and
their
learner
satisfaction
with
various

learning
activities
in
which
mobile
devices
are
used
to
support
learning?




 Mobile
Technology
in
Learning
Environments
 5


Hypothesis


The
more
affinity
there
is
in
a
given
learner
style
preference
and
the
nature

of
learning
activities
in
which
mobile
devices
are
used
to
support
learning,
the

greater
the
learner
satisfaction.


Rationale



Today’s
mobile
devices
are
increasingly
catching
up
to
the
speed,

convenience
and
likeness
of
personal
computers
that
are
currently
being
used
in

online
and
face‐to‐face
learning
environments.

People
are
looking
at
their
mobile

devices
in
a
new
light,
not
just
used
for
making
phone
calls
to
family
and
friends

anymore
but
instead
to
browse
the
web,
take
and
send
pictures,
and
text
messaging

other
users.

To
put
it
another
way,
learners
are
beginning
to
take
in
new

information
in
very
new
and
different
ways
(learner
style,
the
independent

variable).

All
of
these
new
tools
and
concepts
have
great
potential
for
increasing
the

satisfaction
of
learners
(direct
variable)
in
an
academic
environment.




This
research
paper
intends
to
connect
the
relationship
between
the
style
of

learners
and
their
satisfaction
when
using
mobile
devices
as
a
supplement
to
online

or
face‐to‐face
learning.

As
m‐learning
is
in
its
initial
stages,
this
research
is
also

intended
to
call
out
for
more
research
on
future
implications
for
mobile
devices
to

be
used
in
an
academic
environment.

Young
fields
are
eclectic
in
nature,
not
yet

clearly
defined
and
scoped
and
research
endeavors’
in
them
are
normally
criticized

for
being
too
anecdotal,
lacking
theoretical
underpinning
(Mitchell,
1997).




Although
statistics
indicate
tremendous
growth
in
mobile
technology,
it
is

still
a
new
environment
and
tool
that
has
not
been
fully
explored.

That
being
said,

the
results
from
the
given
survey
questions
are
expected
to
have
answers
at
two

extremes.

One
being
a
complete
disregard
for
m‐learning
as
well
as
a
learning
style

that
compliments
learning
through
mobile
devices.

Conceptual
frameworks,
models

and
surveys
were
designed
to
highlight
the
significance
of
the
idea
that
the
more

comfortable
and
familiar
learners
are
with
mobile
technology,
the
more
satisfaction

 Mobile
Technology
in
Learning
Environments
 6


they
will
get
from
the
concept
of
using
this
type
of
technology
for
learning.

The

research
questions
attempt
to
reinforce
the
relationship
between
learner
style
and

their
receptivity
to
satisfaction
of
m‐learning.

Results
based
on
the
Felder
Soloman

Index
of
Learning
Styles
survey
should
return
vital
information
about
learner’s

styles
and
inclination
towards
online
and
mobile
learning.

This
research
study
was

created
to
examine
if
learning
style
can
influence
learner
satisfaction
with
mobile

devices.




Review
of
Literature


Brown's
research
on
mobile
learning
(m‐learning)
in
Africa
argues
that

mobile
learning
and
its
worldwide
capabilities
can
contribute
greatly
to
education,

especially
in
areas
of
the
world
with
limited
technological
infrastructure
in
place.

Brown
suggests
that
the
primary
benefit
of
mobile
devices
in
education
is
not
only

the
unlimited
access/support
but
also
richness
in
communication
skills.

Not

proposing
that
m‐learning
be
used
exclusively,
Brown
suggests
that
mobile

communication
can
optimize
the
interaction
between
the
teachers
with
the
student.


The
development
and
adoption
rate
of
mobile
devices
and
technology
is
increasing

at
a
tremendous
rate
but
Brown
insists
that
it
is
imperative
that
educators
develop

sound
pedagogical
models
that
enhance
learning.

Examples
for
academic
support

for
learners
include
interaction
with
classmates
via
SMS
(text
messaging),

downloading
study
guides,
receiving
tutorials
or
completing
multiple‐choice

assessments(Brown,
2005).


Kim
and
Ong's
exploratory
study
on
the
factors
that
influence
m‐learning's

success
is
an
attempt
to
"investigate
the
key
influences
and
determinants
of
m‐
learning
success
perceived
by
users”(Kim
&
Ong,
2005).
The
study
suggests
that

understanding
these
determinants
can
provide
valuable
research
and
guidance
to

the
instructors
as
well
as
the
students.

Kim
and
Ong
note
that
there
is
a
serious

market
and
opportunity
for
learners
to
share
information
learned
in
class.

The

authors
also
describe
specific
aspects
of
system
quality,
which
are
affected
by

 Mobile
Technology
in
Learning
Environments
 7


download
time,
potential
interruptions
form
learning
sessions
and
the
level
of

readability
on
mobile
devices(Kim
&
Ong,
2005).


Muyinda’s
research
on
mobile
learning
explores
the
hypes,
realities
and

challenges
of
m‐learning
as
a
complementary
paradigm
to
online
and
classroom

learning.

It
is
important
to
recognize
that
m‐learning
cannot
be
used
in
isolation,

rather
it
must
be
blended
with
other
methods
of
instruction
including
face‐to‐face,

print
or
online
learning.

Muyinda
suggests
that
there
is
an
opportunity
for
m‐
learning
to
utilize
and
take
advantage
of
what
were
previously
unproductive
times

because
m‐learning
is
inherently
flexible
and
immediate.

Similar
to
other

researchers
on
m‐learning,
Muyinda
suggests
that
there
is
a
lack
of
“mobigogy”

(teaching
and
learning
models
specifically
tailored
for
m‐learning)
and
that
more

research
must
be
done
because
mobile
devices
are
advancing
at
an
extremely
rapid

pace.

In
order
for
m‐learning
to
be
successful,
Muyinda
suggests
that
instructional

designers
must
understand
how
the
current
stakeholders
work
and
how

responsibilities
for
m‐learning
will
be
distributed.




Kukulska‐Hulme
and
Shield
define
the
characteristics
of
mobile
learning
in

the
context
of
mobile
assisted
language
learning
(MALL).

Their
research
attempts
to

describe
the
impact
of
mobile
technology
on
collaborative
learning
with
language

learning
activities.

MALL
takes
a
unique
approach
to
mobile
learning
by
utilizing

the
inherent
multimedia
components
available
on
most
mobile
devices
including

audio,
video
and
text
based
communication
systems.

Kukulska‐Hulme
and
Shield

report
that
English
as
a
Second
Language
(ESL)
students
at
City
College,

Southhampton
are
using
inbuilt
cameras
and
voice
recordings
on
their
mobile

devices
to
describe
(verbally)
their
local
environment
and
share
it
with
their
class.


This
case
of
mobile
learning
illustrates
the
benefits
of
portable
mobile
devices,

which
could
not
be
done
by
traditional
learning
systems.






 Mobile
Technology
in
Learning
Environments
 8


Method


Justification
for
Method



 The
method
chosen
for
this
research
study
is
a
quantitative
analysis
of

learners
with
mobile
devices
to
determine
the
relationship
between
a
subject’s

learning
style
as
defined
by
the
Felder‐Soloman
Index
of
Learning
Styles
and
learner

satisfaction
of
education
supplemented
by
mobile
devices.

A
quantitative
analysis

has
been
chosen
because
of
the
potential
for
a
large
number
of
subjects
that
will

participate
in
the
survey.

The
results
will
be
helpful
when
analyzing
begins

preserving
the
validity
and
reliability
of
the
data
received.

This
method
was
also

chosen
to
reduce
the
amount
of
time
required
by
the
subjects
to
complete
the

survey.


Selection
of
Setting


Due
to
the
inherent
portability
of
this
research
project
and
the
prerequisite

for
an
understanding
of
current
mobile
and
online
technology
the
setting
for
this

research
is
to
be
done
in
an
online
format.

A
web
link
to
an
online
survey
will
be

sent
via
email
to
participating
subjects
who
may
take
the
survey
whenever
or

wherever
they
see
fit
(within
a
specific
time
frame
in
order
to
analyze
results).




Selection
of
Subjects


The
selection
of
subjects
for
data
collection
for
this
research
project
are

adults
in
corporate
training
and
graduate
students
that
own
and
use
a
mobile
device

and
understand
how
basic
text
messaging
works.

In
an
effort
to
assure
the

understanding
of
responsibilities,
before
the
survey
is
distributed,
all
subjects
are

notified
of
their
role
and
guaranteed
their
right
to
privacy.


Instrumentation


In
order
to
quickly
and
appropriately
gather
data
on
the
IV
and
DV,
the

Felder
Solomon
Learning
Styles
Index
will
be
sent
to
students
via
email
followed
by

 Mobile
Technology
in
Learning
Environments
 9


a
10‐question
survey
that
is
aimed
at
identifying
the
variables
and
sub‐variables

described
earlier
(See
concept‐model).

Before
completing
either
survey,
an

acknowledgement
of
responsibilities
will
be
distributed
to
subjects.




Field
Study



 A
field
study
involving
eight
individuals,
ages
ranging
from
18
to
35,
who
are

experienced
or
familiar
with
mobile
technology
was
conducted
for
this
research

project.

After
completing
the
acknowledgement
of
responsibilities
form
via
email,

each
individual
completed
the
online
survey.





 Results
of
the
field
study
confirmed
the
observation
stated
earlier
regarding

the
two
extremes
in
learning
style
using
a
new
technology.

The
individuals
who

responded
that
they
were
comfortable
with
their
mobile
device
were
more
inclined

to
gain
satisfaction
of
learning
using
a
mobile
device.

Those
that
responded
that

they
were
not
very
experienced
with
their
mobile
device
could
not
comprehend

how
this
might
work.




Operationalization
of
Variables


The
dependent
variable
for
this
research
study
is
learner
satisfaction
with

the
various
uses
of
mobile
devices
in
support
of
learning.

Survey
questions
will
be

designed
in
a
way
to
prompt
subjects
to
answer
questions
about
their
use
of
mobile

devices
for
concepts
that
would
be
used
for
m‐learning.




The
independent
variable
for
this
research
study
is
learner
style
defined
by

the
Felder‐Soloman
Index
of
Learning
Styles.

Before
completing
the
survey,
subjects

will
be
asked
to
complete
this
questionnaire
to
determine
their
preferred
style
of

learning.




Data
Collection
Procedures



 Data
collection
will
be
fulfilled
by
utilizing
the
following
procedure.

Each

subject
will
be
sent
an
email
with
a
unique
identification
number.

In
order
to

 Mobile
Technology
in
Learning
Environments
 10


guarantee
privacy,
the
unique
identification
number
will
be
used
in
place
of
the

subject’s
name.

The
email
will
contain
information
about
the
study,
what
the

subject
is
expected
to
provide
and
an
acknowledgement
form
that
must
be
signed

and
returned
via
email.

Once
the
acknowledgement
form
has
been
received,
the

subject
will
be
given
the
given
the
survey
to
complete
within
a
specific
amount
of

time.




Protection
of
Human
Subjects’
Rights


In
an
effort
to
protect
the
human
subjects'
rights,
the
researcher
will
require

a
signed
response
from
all
prospective
students
indicating
their
voluntary

commitment
to
the
study.
By
signing
the
response,
the
researcher
agrees
to
protect

the
confidentiality
of
the
subject
and
will
make
private
all
information
given

throughout
the
questionnaires
and
analysis.
Furthermore,
all
private
information

including
demographics,
email
addresses
and
mobile
phone
information
will
be
kept

securely
and
eliminated
as
soon
as
possible.
Once
the
study
has
been
completed,
all

information
about
the
subjects
will
be
permanently
destroyed.



Data
Processing


Once
data
is
received
in
its
entirety
and
is
double
checked
for
completeness

and
accuracy,
it
will
be
exported
from
the
survey
and
into
a
spreadsheet
(i.e.

Microsoft
Excel)
for
review.




Data
Analysis


To
better
understand
the
data
in
relation
to
the
proposed
hypothesis
and

research
questions,
a
variety
of
different
scoring
procedures
will
be
initiated

including
the
Pearson
r
correlation
coefficient.

The
Pearson
r
analysis
will
be

helpful
in
diagnosing
relationships
using
the
SPSS
system.






 Mobile
Technology
in
Learning
Environments
 11


References

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