Research on Learning with Mobile Devices
July 15th, 2009
Arne Duncan recently called for more use of cell phones in learning. I wondered what the state of research was on cell phone use for learning applications and came across a nice article in the Australasian Journal of Educational Technology (seriously, if you’ve never checked it out, there are some good articles there).
Cheung & Hew do a fairly comprehensive review of the literature looking at:
What research methods are used to study mobile devices?
It turns out that most of the major types of research methodologies have been used, from experiments to mixed methods studies, but 66% of the studies they found were descriptive studies, typically describing conditions and frequency of their use. This is probably not surprising for a relatively new area of study, but points to more work to be done!
What methods are used to collect data?
Tests/quizzes, surveys, interview/ focus group, observation, and content analysis were all used, with surveys being the most common method (31% of studies). Again, this is probably not surprising as surveys can be one of the quickest ways to collect information. There is a fairly good spread across methodologies.
Typical research questions
1. Usage patterns (26% of studies)- describe usage of study participants.
2. Viability as assessment tool (7% of studies)- There do not appear to be exam grade differences between students who take exams via mobile devices vs. paper-and-pencil. Student satisfaction with mobile devices as assessment tools appear to be mixed. Teachers report that it is quicker for them to prepare assessments on the mobile device than by paper and pencil.
3. Learning outcomes (18% of studies) - 11 studies addressed learning outcomes of students studying with mobile devices. Across studies, students who used mobile devices fared better than students using other means of study.
4. Learner attitudes (49% of studies) – Students in general were positive about the use of mobile devices, but there were also a list of potential pitfalls, including: unfamiliarity with the devices, short battery life, small memory, small screen, etc.
Overall, it was nice to see this research brought together. The biggest single category of research was attitude research. I often wonder if some of the initial “good will” toward new technology is the “gee whiz” factor. Do the researchers give them enough time with the device for the newness to wear off before asking them about it?
There’s also clearly more work to be done in the learning outcomes area to understand why these devices might help learning. Do they force distributed practice? Do they encourage more deep engagement? Is it each student having their own device on which to practice? Finally, what makes a better mobile learning application? Interesting stuff!
Reference: Cheung, W. S., & Hew, K. F. (2009). A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings. Australasian Journal of Educational Technology, 25, 153-183. Available: http://www.ascilite.org.au/ajet/ajet25/cheung.html
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