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Running Head: Effects of Mobile Learning 1
Running Head: Effects of Mobile Learning 1
Sarah Hall
Background
With the explosion of Bring Your Own Device (BYOD) policies entering classrooms
across the United States, technology is being brought into the classroom for free usage for
teachers and students. BYOD allows students to register their device with the school, agree to
terms and conditions set forth by school board, and use their personal device when appropriate
throughout the school day. Thus introducing mobile learning experiences as a new option for
learning environment that takes advantage of mobile technologies through handheld devices and
wireless networks. Because there is a constant push for more money to purchase new technology,
taking advantage of what the students are bringing to school could help in realigning the
spending. M-learning supports individualized learning by allowing students to learn at their own
pace while the situated component embodies the use of mobile devices to learn within a realistic
context (Bilos et al, 2017). Through mobile learning teachers can assess students using a variety
of online tools that not only covers the topics being addressed, but provides real time data
Purpose
Students who are bringing mobile devices to school through a BYOD policy should have
the opportunity to fully experience mobile learning. The topic of the research study will be the
mobile learning integration in the secondary classroom. The purpose of this study is to use
specific online or mobile assessment tools in the classroom and review the results of
achievement compared with a class that does not use online or mobile assessment tools. The
Does the integration of mobile devices in the secondary classroom positively impact
student achievement?
Are assessments methods that are technology-based more beneficial for student learning
How can a teacher use mobile assessments more effectively in the secondary classroom?
The goals of this study are to better understand if testing using a mobile format is more
interactive, engaging, and helpful for students achievement. My hypotheses is that for general
education and gift education students assessments scores collected through mobile assessments
will be higher than that of the traditional method. The researcher will examine the effects that
testing using a mobile format has on assessment scores as compared to those students who
completed a traditional paper test. The best type of study is through quantitively data gathering.
Each set of students will complete a pre and post test over the curriculum covered in each unit. A
survey will be given at the end of the study addressing students feelings based on the type of
Literature Review
Students today have real time information at their fingertips. A simple search will wield any bit
of information the user is seeking. It is vital that educators have a grasp on how to properly use
mobile learning experiences in the classroom. This article also approached how often students
are using technology for instructional use, benefits and barriers to usage as well as preferences
In the article, A Review of Models and Frameworks for Designing Mobile Learning
Ching and Hsu explore how students can use their devices to have enriched learning experiences.
Running head: EFFECTS OF MOBILE LEARNING 4
The ease of mobility provided by the devices students are bringing to school allows for learning
anywhere there is Internet connection. Learning does not have to take place only within the four
walls of the classroom, but can be continued at home or elsewhere in the school. Game-based
learning and social media usage are also discussed as an opportunity of mobile learning
experiences. This article also provided a table with research from 2006-2013 that were studied in
which models and frameworks to use in designing mobile learning. Mobile learning experiences
are not a one size fits all approach, but rather an individualized, by teacher, approach. This
article also did not provide data as to what worked, but simply discussed what other researchers
Barac, Popovic, Jovanic and Radenkovic (2014), assessment was recognized as a suitable
activity for introducing mobile technologies in learning.Chen (2010) proposed a model for
mobile-based assessment and its implementation in a learning environment. The study results
suggested that the mobile technologies were suitable for self- and peer-assessment. Bogdanovic
(et.al, 2014) provides the following information regarding when quizzes present an appropriate
learning activitiy for delivery on mobile devices including content and presentation form of a
quiz can be easily controlled, the quiz has been proven as a suitable activity for assessment, as
well as an appropriate method for collecting information about students knowledge and the
quizzes are widely used in all existing e-learning environments and have a high impact on the
Bilo, A., Turkalj, D., & Keli, I. (2017). Mobile Learning Usage and Preferences of Vocational
Secondary School Students: The cases of Austria, the Czech Republic, and Germany. Our
Bogdanovi, Z., Bara, D., Popovi, S., Jovani, B., & Radenkovi, B. (2014). Evaluation of
Chen, C.-H. (2010). The implementation and evaluation of a mobile self- and peer-assessment
Hsu, Y., & Ching, Y. (2015). A Review of Models and Frameworks for Designing Mobile
Technology, 41(3).
Lai, C., Hwang, G., Liang, J., & Tsai, C. (2016). Differences between mobile learning
equation model analysis. Educational Technology Research & Development, 64(3), 533-
554.