Mobile Learning Features Preferred: An Examination of Students in the United Arab Emirates
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| Title: | Mobile Learning Features Preferred: An Examination of Students in the United Arab Emirates |
|---|---|
| Language: | English |
| Authors: | Johnson, Jason D., Williams, Cara |
| Source: | International Electronic Journal of Mathematics Education. 2020 15(3). |
| Availability: | International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Handheld Devices, Technology Uses in Education, Student Attitudes, Undergraduate Students, Mathematics Instruction, College Mathematics, Graphing Calculators, Telecommunications |
| Geographic Terms: | United Arab Emirates |
| ISSN: | 1306-3030 |
| Abstract: | The purpose of the current study was to examine the preferred mobile learning features higher education Emirati students use to make sense of mathematics and to determine if these Emirati students valued a mobile device as an essential tool to learn mathematics. Both students and instructors used the Texas Instruments Nspire: Computer Algebra System (CAS) App in a semester mathematics course. The app has such features as enter expressions in proper mathematics notation, import images, dynamically linked notes, share work across platforms (emails, iTunes, Dropbox, etc.), and save documents to mobile device. Participates included sixty-three undergraduate students enrolled in a mathematics course at Zayed University (Dubai campus, United Arab Emirates). Based on a pre- and post-survey, students' positive perspectives of mathematics increased, negative perspectives decreased, and instructor influence on mobile learning increased. The pre- and post-questionnaire revealed an increase in the participants' opinion that mobile learning is an essential tool to help make sense of mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1259006 |
| Database: | ERIC |
| Abstract: | The purpose of the current study was to examine the preferred mobile learning features higher education Emirati students use to make sense of mathematics and to determine if these Emirati students valued a mobile device as an essential tool to learn mathematics. Both students and instructors used the Texas Instruments Nspire: Computer Algebra System (CAS) App in a semester mathematics course. The app has such features as enter expressions in proper mathematics notation, import images, dynamically linked notes, share work across platforms (emails, iTunes, Dropbox, etc.), and save documents to mobile device. Participates included sixty-three undergraduate students enrolled in a mathematics course at Zayed University (Dubai campus, United Arab Emirates). Based on a pre- and post-survey, students' positive perspectives of mathematics increased, negative perspectives decreased, and instructor influence on mobile learning increased. The pre- and post-questionnaire revealed an increase in the participants' opinion that mobile learning is an essential tool to help make sense of mathematics. |
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| ISSN: | 1306-3030 |
