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- Creators: Bitter, Gary
Description
This study investigated the effects of distributed presentation microlearning and the testing effect on mobile devices and student attitudes about the use of mobile devices for learning in higher education. For this study, a mobile device is considered a smartphone. All communication, content, and testing were completed remotely through participants’ mobile devices.
The study consisted of four conditions: (a) an attitudinal and demographic pre-survey, (b) five mobile instructional modules, (c) mobile quizzes, and (d) an attitudinal post-survey. A total of 311 participants in higher education were enrolled in the study. One hundred thirty-seven participants completed all four conditions of the study. Participants were randomly assigned to experimental conditions in a 2 x 2 factorial design. The levels of the first factor, distribution of instructional content, were: once-per-day and once-per-week. The levels of the second factor, testing, were: a quiz after each module plus a comprehensive quiz and a single comprehensive quiz after all instruction. The dependent variable was learning outcomes in the form of quiz-score results. Attitudinal survey results were analyzed using Principal Axis Factoring to reveal three components, (a) student perceptions about the use of mobile devices in education,
(b) student perceptions about instructors’ beliefs for mobile devices for learning, and (c) student perceptions about the use of mobile devices post-instruction.
The results revealed several findings. There was no significant effect for type of delivery of instruction in a one-way ANOVA. There was a significant effect for testing in a one-way ANOVA There were no main effects of delivery and testing in a 2 x 2 factorial design and there was no main interaction effect, and there was a significant effect of testing on final quiz scores controlling for technical beliefs in a 2 x 2 ANCOVA. The significant difference in testing was contradictory to some literature.
Ownership of personal mobile devices in persons aged 18–29 is practically all-inclusive. Thus, future research on student attitudes and the implementation of personal smartphones for microlearning and testing is still needed to develop and integrate mobile-ready content for higher education.
The study consisted of four conditions: (a) an attitudinal and demographic pre-survey, (b) five mobile instructional modules, (c) mobile quizzes, and (d) an attitudinal post-survey. A total of 311 participants in higher education were enrolled in the study. One hundred thirty-seven participants completed all four conditions of the study. Participants were randomly assigned to experimental conditions in a 2 x 2 factorial design. The levels of the first factor, distribution of instructional content, were: once-per-day and once-per-week. The levels of the second factor, testing, were: a quiz after each module plus a comprehensive quiz and a single comprehensive quiz after all instruction. The dependent variable was learning outcomes in the form of quiz-score results. Attitudinal survey results were analyzed using Principal Axis Factoring to reveal three components, (a) student perceptions about the use of mobile devices in education,
(b) student perceptions about instructors’ beliefs for mobile devices for learning, and (c) student perceptions about the use of mobile devices post-instruction.
The results revealed several findings. There was no significant effect for type of delivery of instruction in a one-way ANOVA. There was a significant effect for testing in a one-way ANOVA There were no main effects of delivery and testing in a 2 x 2 factorial design and there was no main interaction effect, and there was a significant effect of testing on final quiz scores controlling for technical beliefs in a 2 x 2 ANCOVA. The significant difference in testing was contradictory to some literature.
Ownership of personal mobile devices in persons aged 18–29 is practically all-inclusive. Thus, future research on student attitudes and the implementation of personal smartphones for microlearning and testing is still needed to develop and integrate mobile-ready content for higher education.
ContributorsRettger, Elaine (Author) / Bitter, Gary (Thesis advisor) / Legacy, Jane (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2017