Reference

Population

Purpose/Questions

Findings/Implications

Large, A., Beheshti, J., Breuleux, A., & Renaud, A. (1996). Effect of Animation in Enhancing Descriptive and Procedural Texts in Multimedia Learning Environment. Journal of the American Society for Information Science, 47 (6), 437-448.

Grade 6 primary schools students in Montreal area. Majority were 12 year olds but some were 11. A total of 122 students participated.

To determine whether a complex descriptive text is enhanced by animation so long as the animation exhibits close semantic links with the text.

To explore the importance of captions in linking an animation with a descriptive text so as to increase comprehension of the text.

To investigate the relationship between spatial ability and students’ ability to recall and comprehend a text or a text enhanced with still images and animation.

Animation significantly enhanced comprehension of a descriptive text.

The addition of the animation to text did not produce significant gains in students’ ability to recall the text, identify its main themes, or answer questions on it.

On average, students with higher spatial abilities performed better than those with low spatial abilities on propositional recall, answering multiple choice questions, thematic recall, and problem solving.

Brewer, N., Harvey, S., & Semmler, C. (2004). Improving Comprehension of Jury Instructions with Audio-Visual Presentation. Applied Cognitive Psychology, 18, 765-776.

90 law undergraduate students (38 males and 52 females) and 90 legally untrained adults (41 male and 49 female).

Audio-visual format produced a marked improvement in comprehension: verdict accuracy, a multiple-choice or recognition test, a paraphrase or recall measure, and a scenario measure that involved transfer of legal knowledge to novel fact situations.

Audio-visual instructional format produced an improvement in novices’ comprehension.

The distinctive role of audio-visual instructional format from the visual flow chart was not determinable from this study.

Large, A., Beheshti, J., Breuleux, A, & Renaud, A. (1994). Multimedia and Comprehension: A Cognitive Study. Journal of American Society for Information Science, 45 (7), 515-528.

120 grade 6 students

Does the addition of still images, animation and sound to text enhance any information product?

What is the role of complexity and text type (descriptive and procedural) in influencing the impact of animation?

If the learning objective is to understand the principles underlying text, then animation seems to enhance a text.

If the objective is to memorize information so that it can be regurgitated as completely and accurately as possible, text alone may be more successful.

Animation was more effective when used with procedural rather than descriptive text.

Ariew, R. & Ercetin, G. (2004). Exploring the Potential of Hypermedia Annotations for Second Language Reading. Computer Assisted Language Learning, 17(2), 237-259.

103 adult intermediate and advance level adult ESL learners.

Do different types of hypermedia annotations facilitate learning?

Does this depend on the proficiency levels of the students?

Learners interact with text differently according to their proficiency level and prior knowledge.

Video annotations had negative impact on reading comprehension for intermediate learners, which suggests that video may be distracting to them

Panagiotakopoulos, C.T., & Ioannidis, G.S. (2002). Assessing children’s understanding of basic time concepts through multimedia software. Computers and Education, 38 , 331-349.

374 nursery and school-aged children in 3 nursery schools and 3 elementary schools in Greece.

The presentation method employing the use of multimedia is preferable when:

The environment through which the time concept is examined is not static but involves movement or changes 2. There are facets, which can be emphasized through the use of multimedia so as to assist the child and to avoid misleading its judgment 3. a high degree of accuracy and precision is called for, when trying to avoid the introduction of unrelated details likely to mislead the child.

When visual and verbal information was combined with sound information, students’ comprehension was enhanced.

Reference

Population

Purpose/Questions

Findings/Implications

Van Hooijdonk, C. & Krahmer, E. (2004). Information modalities for procedural instructions: The influence of text, static and dynamic visuals on learning and executing RSI exercises. Available online at http://wwwhome.cs
.utwente.nl/~theune
/IMOGEN/Van
Hooijdonk_
Krahmer_manu
script.pdf.
Retrieved on April 14, 2006.

Experiment 1: 30 young adults, between 18 and 30 years of age. 15 male and 15 female.

The participants were randomly assigned to an experimental condition.

Experiment 2: 26 young adults between 18 and 25 yrs age. 13 male and 13 female. None participated in the first study.

The purpose of the study was to test the effects of task difficulty and information modality (comparing dynamic visuals with static visuals and text) on learning a specific class of procedural tasks, namely exercises aiming at the prevention of Repetitive Strain Injury (RSI). The term CANS (short for Complaints of Arm, Neck and/or Shoulders) was introduced as an alternative term.

Experiment 1: The participants learn and execute 20 RSI prevention exercises in two degrees of difficulty. The following measurement were tested: the influence of presenting and instruction in text, picture or film clips on learning times, amount of practicing during learning, execution times, and number of execution errors.

The experiment had a 3 (information modality: dynamic visual [film clip], static visual [picture], text) X 2 as between participants variable and difficulty degree (easy, difficult) as within participants variable, and with learning times, amount of practicing during learning, execution times, and number of correctly executed exercises as dependent variable.

Experiment 2: Participants were asked which instructional format (text, picture, film clips) they preferred in a forced choice experiment.

The experiment had a 3 modality (text, picture, film) X 2 difficulty degree (difficult, easy) factorial design.

Experiment 1

Learning times:

Modality: Participants in the picture condition required the shortest learning times, participants in the text condition had the longest learning times, and learning for film clips was in between the two.

Difficulty: If was found that the difficulty degree had an effect on the amount of time to learn the exercise. But there was no significant differences the difficulty degree and information modalities were found.

Practicing time:

Modality: Participants in film clip condition almost never practiced, while in picture condition they practiced about fifth of the exercises, and in the text condition participants practiced about half of the exercise.

Difficulty: Participants practiced the difficult exercises more often than easy ones.

Execution times:

Modality: Participants in the text condition had much longer execution times than those in the picture and film clip condition. Participants in picture condition needed somewhat less time for execution than the participants in the film clip condition, but the difference was relatively small.

Difficulty: The instruction in text was more difficult than the instruction for pictures and film. There was no significant interaction between difficulty degree and information modality.

Correct Execution:

Modality: The participants who watches the film clip executed the most movements correctly.

Difficulty: The participants executed the easy exercises correctly than the difficult ones. In the film clip condition, both easy and difficult exercises were almost executed correctly. In the text and picture condition however, easy exercises were performed correctly more often than difficult exercises.

Subjective satisfaction:

Modality: Had no effect on the subjective satisfaction regarding the web site and the exercise. And no effect was found between the three conditions for web site and for the exercises.

Experiment 2

The results showed that for all exercises most participants preferred the film clips for illustrating the RSI exercises.

For all exercises the majority of the participants preferred the film clip to text and pictures.

Interestingly, for the first easy exercises the participants preferred the film clip and text to the instruction in a picture. For the second easy exercise the participants preferred the film clip and picture to the instruction in text.

Hinds, P. (1999). The cognitive and interpersonal costs of video. Media psychology. 1 ( 33), 283-312.

Study 1: 71 undergraduates from the industrial management program at Carneige Mellon University who volunteered to get extra credit points toward course grade. All participants learned English as their first language.

The study was a 2 (low [audio only] or high [audio-video] amount of information) X 2 (poor or good signal clarity) within-subjects design.

Study 2: 70 undergraduates in the business program at Carnegie Mellon University who volunteered to get extra credit toward course grades. All participants had learned English as their first language. Five participants were suspicious of the priming manipulation and were removed from the analysis.

The study was a 2 (positive or negative) X 2 (low or high) design with priming and cognitive load as independent between-subject variables.

Hypothesis 1 : interacting over audio-video will generate a higher cognitive load than interacting over audio only.

Hypothesis 2: interacting over media with poor signal clarity (TV-quality) will result in a higher cognitive load than interacting over media with good signal clarity (PC-quality).

Hypothesis 3: Increased cognitive load will result in impressions more biased toward a primed trait.

Hypothesis 4: Communication over communication technology high in cognitive load will result in impressions more biased toward a primed trait than will communication over communication technology low in cognitive load.

Purpose of Study 1: Was to examine the relationship between two dimensions of communication technology and cognitive load.

Purpose of Study 2: Was to test the effect of cognitive load on impression formation.

Study 1

Hypothesis 1: Suggested that communication technology can increase cognitive load (H1). The participants in this study constantly made more errors in audio-video than in audio-only conditions. Thus, showing that more cognitive load is required to interact over an audio-video than over an audio-only system. Also, supporting the idea that having to process more channels and more screens of information may increase cognitive load.

Hypothesis 2: There was less support for the idea that poor signal quality increases cognitive load.

Study 2

The results of study 2 confirmed that people under cognitive load rely more heavily on the use of a negative prime when forming impressions than do people under low cognitive load.

Hypothesis 3: Confirmed that high cognitive load can lead to biased impressions (impressions biased toward a primed construct, thus suggesting less systematic processing of individuated information about the target).

Hypothesis 4: Participants who interacted over audio-video were more influenced by the primed-trait than were participants who interacted over audio only. A contrast comparing audio only to audio-video in the negative-trait primed condition indicated that participants in the audio-video condition were more vulnerable to the negative prime than participants in the audio-only condition. Thus, suggesting that impressions of people communicating over an audio-video medium may be more biased toward a primed trait than impressions of people communicating over audio only.

Reference

Population

Purpose/Questions

Findings/Implications

Higgins, N. & Hess, L. (1999). Using electronic books to promote vocabulary development, Journal of Research on Computing in Education, 31(4) ,425-430.

22 third-grade children randomly assigned to control (n=11) and experimental groups (n=11)

The purpose of the study was to determine whether mere animation or animation with supplemental instruction is more efficient in learning and retention of unfamiliar words. The used material was an electronic book of poetry for children.

The children with supplemental instructions in conjunction with animation scored significantly higher (M=5.00, SD=0.89) than the children who did not receive synonyms, definitions and questions in addtition to animation (M=2.91, SD=1.30).

Lin, C. & Dwyer, F. (2004). Effect of varied animated enhancement strategies in facilitating achievement of different educational objectives, International Journal of Instructional Media, 31(2),185-198

93 college level learners randomly assigned into 1 control and 3 experimental groups

The purpose of the study was to investigate effects of instructional enhancements (advance organizers, adjunct questions and feedback) in conjunction with animation on learners' information acquisition.

There were insignificant differences in learner achievement among different treatment groups. Static visual treatment alone was found to be as effective as the animated treatments (advance organizers, questions and feedback) in facilitating learner achievement.

Blankeship, J. & Dansereau, D. F. (2000). The effect of animated node-link displays on information recall, Journal of Experimental Education, 68(4) .

133 college students randomly assigned to one of the four experimental conditions: static node-link map (concept map), static text, animated node-link map and animated text.

The purpose of the study was to determine efficiency differences of static node-link maps and text or animated node-link maps and text on learners' information acquisition.

The participants showed the highest level of information acquisition after using animated node-link maps (M=22.40, SD=10.48) as opposed to other conditions (M=17.24, 14.30, 10.13; SD=10.72, 12.57, 12.00). The research suggests using concept maps in conjunction with animation as an effective way to improve learners' information acquisition.

Huang, J. (1995). “Digitized Speech as Feedback on Cognitive Aspects of Psychomotor Performance during Computer-Based Instruction.” In: Proceedings of the 1995 Annual National Convention of the Association for Educational Communications and Technology (AECT), (17 th, Anaheim, CA, 1995).

N=68 who were university students from four sections of beginning tennis classes at the Chung Cheng University in Taiwan. The participants were categorized into two groups: one group having high prior knowledge and the other group having low prior knowledge. Then, they were randomly assigned to a computer and completed one of three treatment; spoken audio only-KOR, knowledge of the correct response-KCR (voice with text), and elaboration feedback-EF (voice with text, visual and animation).

• The purpose of the study was to investigate the effects of digitized feedback and ability on the achievement of college students during computer-based instruction.
• The research also studied the achievement of high and low-prior knowledge students when compared among different types of feedback treatments.

• After the learners took the computer-based instructional unit that include an interactive video lesson on cognitive areas of tennis skill performance, the results found that they perform better under the elaborative feedback (EF-voice with text, visual and animation) condition than the KOR and KCR feedback conditions.
• Even though the study shows that the elaborative feedback was most beneficial for cognitive areas of psychomotor skill learning, but there was no significant difference between level of ability and type of feedback.
• In addition, the study indicated that high ability students in the elaborative feedback group reported the lowest attitude scores because they might feel they got too much information that might distract with their learning

Kidwai , K., Munyofu, M., Swain W. J., Ausman, B. D., Lin, H., & Dwyer, F. (2004). Effect of Visual Scaffolding and Animation on Students’ Performance on Measures of Higher Order Learning. Association for Educational Communications and Technology , Chicago , IL October 19-23, 2004 .

Approximately 90 undergraduate students were randomly assigned to three treatments (control, simple and complex). The participants were taken the four dependent measures; Drawing, Identification, Terminology, and Comprehension after they received the respective instructional presentation.

The purpose of the study was to investigate the instructional effectiveness of two visual scaffolding strategies (simple and complex scaffolding) used to complement animated instruction.

•  The results found that students’ scores were achieved on the drawing, identification, terminology and comprehension tests.
• Thus, the result of this study shows that animation has a significant impact on acquisition of factual and conceptual knowledge.
• However, the researchers found the insignificant results in the contributions of visual scaffolding in complementing animation.
• The insignificant impact on students’ performance on measures of higher order learning might be occurred because positive effect of visual scaffolding and animation may be cancelled by an increase in task complexity.

Reference

Population

Purpose/Questions

Findings/Implications

Wang, Yi-Shun. (Nov 2007). Development and validation of a mobile computer anxiety scale. British Journal of Educational Technology. Vol. 38 Issue 6, p 990-1009.

Convenience sampling with a Taiwanese non-profit organization. 54.4% of the respondents were male and 45.6% of the respondents were female.

A 50 item instrument was used.

1. To determine if a negative relationship exists between the MCAS (mobile computer anxiety scale) score and the mobile computer self-efficacy.

2. To determine if a negative relationship exists between the MCAS score and the behavioral intention to use a mobile computer.

1. A 38-item MCAS emerged from the study.

2. The best way to assess individual mobile computer anxiety is to compare individual anxiety levels with norms.

3. Mobile phone anxiety can be a great inhibitor of using this technology.

Motiwalla, Luvai F. (2007). Mobile Learning: A framework and evaluation. Computers & Education. Vol. 49 Issue 3, p581-596, 16p.

To investigate the usage of mobile learning in distance learning in higher education.

There were sixty three participants in the study. They were undergraduate and graduate students at Massachusetts Lowell College of Management.

A prototype application was developed to link wireless/handheld (W/H) devices to three course websites. The application framework consists of two levels or two phases of research and analysis: mobile connectivity and e-learning. Two phases were followed by two attitudinal surveys: in phase one the emphasis was only on student satisfaction with our application, while in phase two the emphasis was on student satisfaction and their general perceptions on the role of m-learning in higher education. The participants needed to access the courses from both regular PC/notebook internet and m-learning.

The m-learning applications were pilot-tested for two semesters. The students used the m-learning environment with a variety of wireless/handheld (W/H) devices and reported their experiences through a survey and interviews at the end of the semester for two semesters. The attitudinal surveys used a 5-point Likert scale with strongly agree as 5, neutral as 3 and strongly disagree as 1 on the Likert scale

First phase: The students found the m-learning useful and a good complimentary tool for the classroom interaction. They rated neutral on ease-of-use, but found the interaction tools easy for discussing course materials with other students and instructors. They found the mobile phone keypad and screens very difficult while navigating, reading and typing their messages. However, once they overcome this user-interface hurdle the m-learning applications used for classroom interaction were easier to understand.

Second phase: The students foresee m-learning as an effective learning tool or aid, providing flexible access from anywhere and convenient to use application. Students also perceive and important supplementary role for wireless/handheld devices in e-learning and are effective in delivering personalized content.

Brown, Tom H. (2005).Towards a model for m-learning in Africa. International Journal on E-Learning. 4.3, 299-316.

The population for the study was spread as follows:

100% full -time employees (teaching), 77.4% English second language speakers, 22.6% English first language speakers, 83.8% between the age of 31-50, 13.9% younger than 31, 66.4% are women, 97.3% non-white, 0.4% access to email, and 99.4% have mobile phone.

Tom H. Brown from the University of Pretoria, South Africa was intereseted in finding out more information about M-Learning in Africa. The main question that the research posed was why there is a move towards M-Learning in Africa? This question has been asked mainly because the people in Africa do not certainly fit the characteristics of the developing nations which fit the ideal population for M-Learning.

During the months of November 2002 to February 2003, SMS messages sent to students and adminstrative staff . The SMS messages to were to provide basic adminstrative information to staff and 5 SMS messages were sent to the learners as reminders of important dates for activities like contact classes, examination registration, examinations, notification of study material distribution.

The results from the research proved that M-Learning had a lot of advantages for the learners in Africa. There was an increase in the number students registering early for classes because they were getting their reminders on time via SMS. 95% of the students previously registered for contact sessions were attending the sessions because they were getting reminders through SMS Messages. The cost of distributing necessary information using print and postal services to the learners was 20 times higher than using the SMS. Another great advantage of using SMS was that it provided JIT(just-in-time) information as compared to the time it took to post the information.

There is a challenge to design and develop relevant learning environments, based on sound pedagogical principles that will ensure the optimization of learning in the m-learning environment.

E-Learning encompasses M-Learning and studies show that M-Learning serves more of a communication approach than a content approach. Therefore the major focus of M-Learning should be more on communication and interaction than on content.

M-Learning supports other forms of education and cannot be treated as a primary mode of education.

The most appropriate mobile device for learners in Africa is a mobile phone and possibilities and latest developments in mobile technologies must be tested against practicality, usability, and cost-effectiveness.

Goh, Author T., & Kinshuk, (2006). Getting ready for mobile learning—Adaptation perspective. Journal of Educational Multimedia & Hypermedia. 15, 175-198.

n/a

Walton, G., Childst, S., & Blenkinsopp, E. Using mobile technologies to give health students access to learning resources in the UK community setting. Health Information and Libraries Journal, 22, Retrieved 24 September, from http://web.ebscohost.com/ehost/pdf?vid=22&hid=109&sid=4a757517-86e4-4124....

49 health students at the Northumbria University, UK

Findings -

With the students surveyed:

• Mobile technologies were mainly being used for clinical applications rather than learning applications.
• Students showed a low level of awareness of the technology but placed a high value on the ability to access learning resources.

Implications –

• Librarians play an important role in training students as use of new electronic resources increases.

Health professionals and students value e-journals and electronic databases because of their lack of immediate access to a physical library.

Zurita, G., & Nussbaum, M. ( 2007). A conceptual framework based on activity theory for mobile CSCL. British Journal of Educational Technology, v38 n2 p211-23.

This article provides a conceptual framework for teaching basic mathematical skills on handheld computers interconnect by a wireless network. The purpose of this article is to open opportunities for changing pedagogical practices while taking the support of computer technology.

The result of the study shows that the students had minor technological problems but by the end of the pilot study they were experts. The students realized that mutual support was fundamental in achieving their goal. The study shows positive effects on the student social interaction, motivation and learning.

A survey of student opinions regarding college teaching and learning was given in two section of the course with

235 students (137 first year, 98 second year) completed the survey.

Purpose: The purpose of this study is to provide specific strategies that faculty could use to make mLearning environments more engaging and for enhance student-centered learning to meet the digital learning styles of the student population.

Method: Students had access to the Virtual Graffiti tool through a mobile phone number or the Web.

100% of the student population had access to a mobile-enabled device. The phone features helped learners with limited typing skills. It also allowed quick and easy connectivity and lowered the duration of interactions.

Questionnaire: The National College of Ireland provided a short questionnaire to all the students in Business Communications course. The feedback through the survey was got at the beginning of the semester. The survey was anonymous and voluntary.

Interview: several participants were interviewed after their experience with the mural building with mobile class activity i.e. mlearning class.

Findings from Survey

Student Learning Preferences

• 67%: group work and interact have discussion with peers and instructor.
• 17%: short lectures, embedded with professional experiences
• 8%: straight teacher led lecture.

Learning and Technology

• 91%: instructors and students use latest technologies
• 98%: believe they play most responsible role in their learning.

Overall findings from Survey

• Best lectures : 1/3 rd students said that characteristics like passion, motivation, charisma, approachable, creative, interesting, interactive were cited more frequently than other characteristics, as intelligent, knowledgeable, professionally experienced, strict, clarity, organized, and ability to control class.
• Good Communication skills : was highly valued. Over half of the students wanted feedback on how things can be mad easier, written feedback, constructive criticism, direct answers, and continuous assessment.
• 1 st and 2 nd year students : both expressed similar opinions. But the second year students wanted more critical thinking learning activities other than group discussion to practice problem solving decision making and teamwork skills. While first years prefer homework.

Findings from Interview/Class

• Students expressed flexibility of the content and format in the event, and the fact that it was teacher-let.
• High attendance and completion rates resulted from this approach.
• Motivation and support were central to the whole process.
• Good quality posts were produced, which were important outcome of the project as well as demonstrating participant-learners’ technical awareness.
• Return posts to the Website after classroom event was another demonstration of its effectiveness, indicating they had positive experience.

Key Findings of the National College of Ireland mlearning project:

• High attendance , high levels of participation and completion from learners.
• Realization and publication of student-initiated, learner produced content to the classroom mural and Web.
• Creation of an expanding model suited to the Irish curriculum, tried and tested in the classroom.
• Awareness -raising of the potential uses of mobile technologies in education, and encouragement of curricular use of the resources produced in class.
• The creation of a community of learners.
• Creation of user and community generated content.

Reference

Population

Purpose/Questions

Findings/Implications

Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50, 491–498.

196 volunteers of first-year undergraduates in Business and Management at a university in London, UK. 96 female, 98 male (two did not specify).

Ages ranged from 18 to 25, with a mode of 19 and mean of 19.27.

Participants had access to school computers as well as their own personal computers. They were provided with a simple guide telling them how to access the podcast episodes via a PC or using an iPod, but were not otherwise given any special support.

For consistency, an RSS feed was not provided as one of the episodes was to be inaccessible until they had completed an online survey. The survey contained fifteen five-point

Likert-scale questions, two open-ended questions and six demographic.

H1: Learners believe that it is quicker to revise from podcasts than from notes.

H2: Learners believe that revising from podcasts is more effective than from notes or from a textbook.

H3: Learners feel more receptive to revision material delivered as a podcast than in a traditional revision lecture or a textbook.

H4: Learners feel they can relate more to the lecturer in a podcast than in a traditional revision lecture.

Out of the 194 students, 20% of them indicated that they listened to the podcasts on an iPod (14%) or other MP3 player (6%). The remaining 80% listened to them on a PC via the Web page.

The results show that students value the flexibility offered by podcasts in terms of the ability to study when and where you want. One quarter of them listened to them whilst traveling. Traveling is often a time when people engage in less cognitive activity. This suggests that podcasting can fill an important needs gap by allowing learners to continue the learning activities when it might not normally be possible. However, podcasts did not appear to offer much in the way of facilitating multi-tasking, with most people claiming that they did not undertake any other activities whilst listening to podcasts.

The question about listening to podcasts whilst doing something else was an attempt to draw out whether the mobile features of podcasting translate into any other activities than just traveling. With most people disagreeing, the indications are that traveling is the main mobile benefit.

The overall research aim was to determine whether revision podcasts enhance the learning process. The results provide support for three out of the four hypotheses suggesting that they do. The answers to the first pair of questions indicates that students believe that revision podcasts are a quicker way to revise than using their own notes.

The results from the second and third pairs of questions indicate that the students report that podcasts are more effective revision tools than textbooks, but not their own notes. This means that they claim that they learn more from the podcasts than reading the corresponding section from the textbook. The flexible nature of podcasts may mean that it is easier for learners to actively engage with material than when reading. The fact that they report that they do not find podcasts more effective than notes suggests that the summarizing format of the podcasts was of particular benefit in helping learners focus on the important aspects to the subject without getting sidetracked by detail.

The results from the fourth and fifth pair of questions indicate that the students report that they were more receptive to podcast material than material delivered in the form of a revision lecture or from the textbook. This suggests that learners may feel more engaged when listening to a podcast.

The results from the last question pair provide no evidence in support of the hypothesis that it is easier to relate to the lecturer in a podcast than in a revision lecture.

Taken together, these results provide good evidence to suggest that students think that podcasts enhance their learning process, as reported in their responses.

Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49 (3), 581-596.

The student population for this study consisted of 63 students, both undergraduates and graduate students, from the University of Massachusetts, Lowell College of Management.

The purpose of the study was to develop a better understanding of the role of mobile technology in higher education. A prototype application that ran on PDA’s and cell phones was developed to link such devices to three websites. The study focused on two goals for evaluating the application developed for use on the mobile devices:

-Observe the usage of the application in a classroom setting with students and obtain feedback on the applications

-Determine students opinions on the role and value of m-learning applications

Results on the first goal indicated that the students considered the m-learning application useful and complimented their normal classroom interactions. Some students reported having difficulty using the phone keypads and difficulty navigating and reading the screens. The results, as collected using a survey, relating to the second goal indicated that the students felt that m-learning has the potential of being an effective learning tool, providing flexible access from anywhere.

Peters, Kristine (2007).m-Learning: Positioning educators for a mobile, connected future. International Review of Research in Open and Distance Learning. 8(2), 1-17.

• 4 manufacturers /software developers
• 2 large international corporations
• 2 developers of software for mobile devices
• 6 businesses

19 educational providers including universities, high schools, and private training providers

How are businesses and educators using m-technologies and m-learning?

Currently, mobile technologies were in common use in some commercial sectors, but the use of mobile technologies purely for learning was rare.

Many educational providers recognize the benefits of m-learning but found adoption in the educational setting limited because...

-the age and ability of teachers and trainers

-the cost of providing m-learning devices and infrastructure

-the slow rate of change in large educational institutions

-mobile devices are not designed with the education market in mind

Suki, N. M. & Suki, N. M. (2007). Mobile phone usage for m-learning: comparing heavy and light mobile phone users. Emerald Group Publishing Limited, 24 (5), 355-365.

Data was collected from 436 (105 male, 331 female) respondents. About 98 percent of the respondents own a mobile phone and the rest own a smart phone or a PDA/ palmtop.

Purpose: Mobile technologies offer the opportunity to embed learning in a natural environment. The objective of the study is to examine how the usage of mobile phones for m-learning differs between heavy and light mobile phone users. Heavy mobile phone users are hypothesized to have access to/subscribe to or purchase mobile content (games: online, download; infotainment: news, sport; edutainment; entertainment; personalization :ring tone) within the last year than light mobile phone users, and to pay less money for mobile learning, its content and mobile games than light mobile phone users.

Method: About 600 questionnaires were distributed to mobile phone users in the Klang Valley (highly populated urban area in Malaysia). Out of which 436 were returned. Respondents were selected following a stratified random sampling technique, to represent a group of individuals who have the purchasing power and also the resources to access and use the internet, mobile commerce and mobile content.

Two-section questionnaire:

Section A: questions about users’ adoption level of mobile technologies usage and mobile content consumption, such as their level of experience of mobile technologies and content, the type of mobile content accessed within the last year, the frequency of access, subscription to, or purchase of mobile content.

Section B: questions covered the respondents demographics.

Significant differences were identified when comparing the usage of mobile phones for m-learning between heavy and light mobile phone users. It was found that heavy mobile phone users:

-access/subscribe to more than one type of mobile content

-have more frequent access to subscription

-purchased more mobile content within the last year 

-spent more money on mobile learning, its content and mobile games

With the emergence of new tools and media, mobile content can be a powerful means to increase tacit knowledge through the exploration of interactive multimedia and 3D animations for creative edutainment and communication in the future. Thus, mobile content needs to be developed specifically for mobiles, with clear images and good quality sound. 

Users are encouraged to come back and enjoy new segments and features.

Walton, G., Childs, S. & Elizabeth Blenkinsopp. (2005). Using Mobile technologies to give health students access to learning resources in the UK community setting. Health Information and Libraries Journal. , 22 (Suppl. 2), pp.51-65.

49 students in the health visiting/community-nursing/school nursing course completed it at the end of their 12 month course in 2004.

Explore the potential for mobile technologies to be used in accessing resources in the community setting.

More development of m-learning in US than UK.

PDAs used most commonly by health care practitioners, mostly doctors in the acute sector.

Reference

Population

Purpose/Questions

Findings/Implications

Murali Raman, Terry Ryan & Lorne Olfman. (2005). Designing Knowledge Management Systems for Teaching and Learning with Wiki Technology.

Journal of Information Systems Education, 16 (3), 311.

  Twenty students (three females and seventeen males, all majors in either information science or management) met in class for three hours per week over a sixteen-week period.

The goal was to enable students to learn about managing the design, development and operation of information technologies for knowledge management. During the semester, students were expected to create, refine, and maintain a knowledge management system, using an instantiation of wiki technology called TikiWiki.

The findings suggest that effective implementation and use of a wiki to support knowledge management for effective teaching and learning is contingent upon familiarity of both students and instructors with the technology, level of planning involved prior to system implementation and use in class, class size, and the ability to motivate students to learn from one another based on the principles of discovery learning.

Ravid, G., Kalman, Y., & Rafaeli, S. (2008, September). Wikibooks in higher education: Empowerment through online distributed collaboration. Computers in Human Behavior, 24(5), 1913-1928. Retrieved November 5, 2008, doi:10.1016/j.chb.2008.02.010

The participants in the project were undergraduate and graduate students from three Israeli Universities. Students belonged to seven departments: Management, Industrial Engineering and Management, Information Systems Engineering and Management Information Systems

Language of teaching classes: Hebrew, and the other languages including: Arabic, Russian, and English

Range
Undergraduate students – 18-25

Graduate students (executive MBA) 15 yrs older

Wikitextbooks are textbooks which are written using wiki technology.

The need to develop a wikitextbook arose in the context of the teaching of an introductory information systems (IS) course in Israeli Universities.

The proposal was to publish the outdated e-textbook as a wiki, and to invite students and the public to update the outdated textbook.

Each student will work on improving small fragments of the textbook as a part of their learning assignments.

In some classes, the students received credit for updating the wiki, and in other classes updating the wiki was an elective assignment.

The software chosen for the wiki was MediaWiki which allows users to write in any language.

The wiki assignment required students to read and augment existing sub-chapters in the wikitextbook, as well as to create new sub-chapters.

It was assumed that the process of contributing to such a textbook will be an empowering learning experience for the students, and a contribution to the academic institutions, to the discipline and to educators in academia and beyond.

In the period between May 2005 and November 2007, 7894 user edits were carried out on the wikitextbook.

389 sub-chapters were added by the users to the initial 225 sub-chapters, resulting in a total of 564 sub-chapters.

Ninety one images

were added by the users to the initial 172 images.

The students reflected positively over the experience.

The users described how the assignments forced them to explore a topic in more depth than otherwise.

Some students reported that they did not learn anything from the experience since they only wrote what they already knew.

Some students reported that the exercise exposed them to new knowledge while others felt like no new learning took place.

Students described their experiences not only as enjoyable and educational but also specifically as an empowering exercise.

The experience provides a glimpse into the potential of wikitextbooks to become vehicles for the empowerment of students, teachers, and classes, and for the strengthening of educational institutions, disciplines, minorities, and society in general.

The wiki is a participatory medium and students are empowered by their participation in the educational process.

Wikis may also contribute to society if and when they are made freely available online.

Limitations

Issues such as perceptions, attitudes towards technology, and social influence can augment or diminish the usefulness of the technology.

Empowerment is also a relative concept; the empowerment of one stakeholder could potentially weaken another stakeholder.

Differential empowerment, a process by which stronger members are disproportionately empowered, thus increasing the gap rather than narrowing it.

The preliminary and exploratory field study was performed without controlling for independent variables.

Solvie, P.A. (2008).Use of the wiki: Preservice teachers' construction of knowledge in reading methods courses. Journal of Literacy and Technology. 9(2), 57-87.

18 preservice teachers

1. Did learning style preference have an effect on use of the wiki?

2. Did use of the wiki increase understanding of the social nature of literacy?

3. Did use of the wiki increase understanding of reading instructional practices for students with various learning style preferences?

4. Did use of the wiki support students’ ability to construct knowledge in the context of the reading methods course?

1. The wiki addressed all four learning preferences but results showed that not just the wiki as a whole needed to be aligned with learner style preferences but the specific tasks within the wiki.

2. This research found that the students did not connect this wiki experience to reading instructional practices on their own.

3. Participants narrative comments did not vary according to learning style preference.

4. Participants responses indicated they learned about reading instructional approaches from the wiki project.

Wheeler, D., Wheeler, S., & Yeomans, P. (2008). The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39, 987-985.

Four groups of students in the college of education aged 18-25 (n = 35)

To determine the usefulness of wikis in fostering collaboration/support and promoting understanding among students

• Students enjoyed the wikis but some found them to be a little unstructured.
• Students contributed the wikis but only read the sections of the wiki to which they contributed.
• Students took such ownership of their pages that they became emotional. At times they expressed that they would “cry” or become very angry if their contributions were altered in any way.
• Contributions can become unbalanced with some students participating substantially more than others.