The Impact of the M-Learning Methodology on University Students
Saved in:
| Title: | The Impact of the M-Learning Methodology on University Students |
|---|---|
| Language: | English |
| Authors: | Romero-Ramos, Oscar (ORCID |
| Source: | Journal of Technology and Science Education. 2022 12(1):121-131. |
| Availability: | Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Educational Technology, Technology Uses in Education, Telecommunications, Handheld Devices, College Students, Student Satisfaction, Student Motivation, Student Attitudes, Program Effectiveness, Academic Achievement, Teaching Methods, Laptop Computers, Preservice Teacher Education, Elementary Education, Physical Education |
| ISSN: | 2014-5349 |
| Abstract: | Our goal in this paper is to analyze the impact of the implementation of M-Learning methodology on the motivation and assimilation of academic contents. A total of 283 university students participated in our study. They were assessed on two different occasions. For the assessment, a 10-question multiple-answer test set up in the Socrative mobile applications was used. To take into consideration the students' opinion on the experiment a satisfaction survey was used. The results from the global satisfaction survey show that the M-Learning methodology is perceived as a motivating tool (74.6%) which generates a more pleasant environment in the classroom (71%), increases student satisfaction attending classes (80.5%) and helps students acquire learning contents better (72.5%). The repetition and frequency of use of the application increased the final score in all groups (initial-final assessment: 5.9 vs 7.4 points). Data obtained suggest that the M-Learning methodology as a facilitator of content assimilation is useful in the academic environment and is a useful tool for improving the teaching-learning process too. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1341925 |
| Database: | ERIC |
| Abstract: | Our goal in this paper is to analyze the impact of the implementation of M-Learning methodology on the motivation and assimilation of academic contents. A total of 283 university students participated in our study. They were assessed on two different occasions. For the assessment, a 10-question multiple-answer test set up in the Socrative mobile applications was used. To take into consideration the students' opinion on the experiment a satisfaction survey was used. The results from the global satisfaction survey show that the M-Learning methodology is perceived as a motivating tool (74.6%) which generates a more pleasant environment in the classroom (71%), increases student satisfaction attending classes (80.5%) and helps students acquire learning contents better (72.5%). The repetition and frequency of use of the application increased the final score in all groups (initial-final assessment: 5.9 vs 7.4 points). Data obtained suggest that the M-Learning methodology as a facilitator of content assimilation is useful in the academic environment and is a useful tool for improving the teaching-learning process too. |
|---|---|
| ISSN: | 2014-5349 |
