Original article
Mobile learning vs. traditional classroom lessons: a comparative study
Abstract
Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game includes multiple interaction forms and combined augmented reality (AR) mini‐games with non‐AR mini‐games. The traditional classroom lesson had the same learning content as the iPhone game. Thirty‐eight children participated in the study. The analyses showed that the children made significant learning gains about the water cycle, regardless of the method used. Even though the results showed that the iPhone method achieved higher knowledge results than the traditional classroom lesson, no statistically significant differences were found between the iPhone and the classroom lesson. When analysing the motivational outcomes, the results showed that the children found the iPhone game to be more satisfying than the classroom lessons. Since the iPhone game achieved similar learning results and a higher motivational effect than the classroom lesson, this suggests that games of this kind could be used as a tool in primary schools to reinforce students' lessons.
Citing Literature
Number of times cited: 29
- Hyunsun Kim and Eunyoung E. Suh, The Effects of an Interactive Nursing Skills Mobile Application on Nursing Students' Knowledge, Self-efficacy, and Skills Performance: A Randomized Controlled Trial, Asian Nursing Research, (2018).
- Jingrong Xie, James D. Basham, Matthew T. Marino and Mary F. Rice, Reviewing Research on Mobile Learning in K–12 Educational Settings, Journal of Special Education Technology, 33, 1, (27), (2018).
- Margarida Lucas, Chapter 8 The Use of Tablets in Lower Secondary Education: Students’ Perspectives and Experiences, The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence, 10.1108/978-1-78756-555-520181010, (127-138), (2018).
- Emmanuel Fokides, Tablets in Primary Schools, International Journal of Smart Education and Urban Society, 10.4018/IJSEUS.2018070101, 9, 3, (1-16), (2018).
- Álvar Arnaiz‐González, Jose‐Francisco Díez‐Pastor, Ismael Ramos‐Pérez and César García‐Osorio, Seshat — a web‐based educational resource for teaching the most common algorithms of lexical analysis, Computer Applications in Engineering Education, 26, 6, (2255-2265), (2018).
- Ching-Jung Chung, Gwo-Jen Hwang and Chiu-Lin Lai, A review of experimental mobile learning research in 2010–2016 based on the activity theory framework, Computers & Education, 10.1016/j.compedu.2018.10.010, (2018).
- David Griol, José Manuel Molina and Zoraida Callejas, Incorporating android conversational agents in m‐learning apps, Expert Systems, 34, 4, (2016).
- Joyce Zurmehly and Kellie Adams, Using Quick Response Codes in the Classroom, CIN: Computers, Informatics, Nursing, 35, 10, (505), (2017).
- Hye Jeong Kim and Hyeoncheol Kim, Investigating Teachers’ Pedagogical Experiences with Tablet Integration in Korean Rural Schools, The Asia-Pacific Education Researcher, 26, 1-2, (107), (2017).
- Rosa Yáñez-Gómez, Daniel Cascado-Caballero and José-Luis Sevillano, Academic methods for usability evaluation of serious games: a systematic review, Multimedia Tools and Applications, 10.1007/s11042-016-3845-9, 76, 4, (5755-5784), (2016).
- Doreen Prasse, Nives Egger and Beat Döbeli Honegger, Mobiles Lernen. Auch zu Hause?, Tablets in Schule und Unterricht, 10.1007/978-3-658-13809-7_10, (209-239), (2016).
- Marina Volk, Mara Cotič, Matej Zajc and Andreja Istenic Starcic, Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes, Computers & Education, 114, (1), (2017).
- Shin-Jeong Kim and Haeryun Cho, The Effect of Smartphone-Delivered Emergency Preparedness Education on Coping Knowledge Among Fifth- and Sixth-Grade Elementary Schoolchildren in South Korea, The Journal of School Nursing, 33, 6, (434), (2017).
- Matt Bower, Designing for Mobile Learning, Design of Technology-Enhanced Learning, 10.1108/978-1-78714-182-720171011, (261-304), (2017).
- Marcin Wardaszko and Błażej Podgórski, Mobile Learning Game Effectiveness in Cognitive Learning by Adults: A Comparative Study, Simulation & Gaming, 48, 4, (435), (2017).
- Andrés-Marcelo Calle-Bustos, M.-Carmen Juan, Inmaculada García-García, Francisco Abad and Jordy Kaufman, An augmented reality game to support therapeutic education for children with diabetes, PLOS ONE, 12, 9, (e0184645), (2017).
- Sumedha Chauhan, A meta-analysis of the impact of technology on learning effectiveness of elementary students, Computers & Education, 105, (14), (2017).
- Hyo-Jung Kim, Jin-Myong Lee and Jong-Youn Rha, Understanding the role of user resistance on mobile learning usage among university students, Computers & Education, 113, (108), (2017).
- Louis Major, Bjoern Haßler and Sara Hennessy, Tablet Use in Schools: Impact, Affordances and Considerations, Handbook on Digital Learning for K-12 Schools, 10.1007/978-3-319-33808-8_8, (115-128), (2016).
- Hendrys Tobar-Muñoz, Silvia Baldiris and Ramon Fabregat, Augmented Reality Game-Based Learning: Enriching Students’ Experience During Reading Comprehension Activities, Journal of Educational Computing Research, 55, 7, (901), (2017). AIP Conference Proceedings1891, (2017).Valarmathie Gopalan, Juliana Aida Abu Bakar, Abdul Nasir Zulkifli, Asmidah Alwi and Ruzinoor Che MatA review of the motivation theories in learning02004310.1063/1.5005376
- Javier Fombona, Ángeles Pascual-Sevillana and MariCarmen González-Videgaray, M-learning and Augmented Reality: A Review of the Scientific Literature on the WoS Repository, Comunicar, 10.3916/C52-2017-06, 25, 52, (63-72), (2017).
- Kijpokin Kasemsap, Exploring the Role of Mobile Learning in Global Education, Handbook of Research on Instructional Systems and Educational Technology, 10.4018/978-1-5225-2399-4.ch027, (313-325)
- B. Haßler, L. Major and S. Hennessy, Tablet use in schools: a critical review of the evidence for learning outcomes, Journal of Computer Assisted Learning, 32, 2, (139-156), (2015).
- Liviu Moldovan and Ana-Maria Moldovan, Green Methodology for Learning Assessment, Procedia Technology, 22, (1176), (2016).
- Marta Gómez Domingo and Antoni Badia Garganté, Exploring the use of educational technology in primary education: Teachers' perception of mobile technology learning impacts and applications' use in the classroom, Computers in Human Behavior, 56, (21), (2016).
- Anna Maria Giannini, Pierluigi Cordellieri and Laura Piccardi, Reading a Story: Different Degrees of Learning in Different Learning Environments, Frontiers in Pharmacology, 10.3389/fphar.2017.00701, 8, (2017).
- Zhong Sun, Xiajing Yao, Jiaxin You, Wenli Du and Liming Luo, Detecting the correlation between mobile learning behavior and personal characteristics among elementary school students, Interactive Learning Environments, 10.1080/10494820.2018.1428633, (1-16), (2018).
- Emmanuel Fokides and Aikaterini Mastrokoukou, Results from a Study for Teaching Human Body Systems to Primary School Students Using Tablets, Contemporary Educational Technology, 10.30935/cet.414808, (154-170), (2018).
