nach oben

Journal of Computers in Education

Erschienen in:

20.11.2018

Mobile learning usage and acceptance: perceptions of secondary school students

verfasst von: Kleopatra Nikolopoulou

Erschienen in: Journal of Computers in Education | Ausgabe 4/2018

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

The use of mobile devices among secondary school students is increasingly more common; however, mobile learning and mobile technology acceptance research in secondary education is still limited. This study investigated secondary school students’ perceptions regarding mobile device usage and mobile learning acceptance. A questionnaire was administered to 530 students aged 12–18 years old, in Greece. The study revealed that mobile phone was the predominant device which is used daily by almost all students. 83% of the sample goes online via a mobile device several times per day. 65% of the sample described themselves as advanced mobile device users, and 11% perceived themselves as experts. Students expressed positive perceptions indicating mobile learning acceptance. The higher the grade (or age group), the higher the frequency of going online via a mobile device, and the more the years of using a mobile device, the more positive were students’ perceptions. Implications for educational policy makers, teachers, and students are discussed.

Vorheriger Artikel Virtual learning communities (VLCs) rethinking: the virtualization process

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Al-Shihi, H., Sharma, S. K., & Sarrab, M. (2018). Neural network approach to predict mobile learning acceptance. Education and Information Technologies, 23(5), 1805–1824.CrossRef

Anderson, M., & Jiang, J. (2018). Teens, social media and technology 2018. Washington, DC: Pew Research Center. Retrieved July 2, 2018 frohttp://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/.

Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers and Education, 121, 30–58.CrossRef

Bartholomew, S. R., & Reeve, E. (2018). Middle school student perceptions and actual use of mobile devices: Highlighting disconnects in student planned and actual usage of mobile devices in class. Educational Technology and Society, 21(1), 48–58.

Baydas, O., & Yilmaz, R. (2018). Pre-service teachers’ intention to adopt mobile learning: A motivational model. British Journal of Educational Technology, 49(1), 137–152.CrossRef

Bellou I., Papachristos N.M., & Mikropoulos T.A. (2018). Digital learning technologies in chemistry education: A review. In D. Sampson, D. Ifenthaler, J. Spector, & P. Isaías (Eds.), Digital technologies: Sustainable innovations for improving teaching and learning. Cham: Springer. Retrieved November 10, 2018 from https://doi.org/10.1007/978-3-319-73417-0_4.CrossRef

Biloš, A., Turkalj, D., & Kelić, I. (2017). Mobile learning usage and preferences of vocational secondary school students: The cases of Austria, the Czech Republic, and Germany. Naše gospodarstvo/Our Economy, 63(1), 59–69.CrossRef

Cacciamani, S., Villani, D., Bonanomi, A., Carissoli, C., Olivari, M. G., Morganti, L., et al. (2018). Factors affecting students’ acceptance of tablet PCs: A study in Italian high schools. Journal of Research on Technology in Education, 50(2), 120–133.CrossRef

Chang, C.-Y., & Hwang, G.-J. (2019). Trends in digital game-based learning in the mobile era: A systematic review of journal publications from 2007 to 2016. International Journal of Mobile Learning and Organisation, 13(1), 68–90.CrossRef

Chee, K. N., Yahaya, N., Ibrahim, N. H., & Noor Hassan, M. (2017). Review of mobile learning trends 2010–2015: A meta-analysis. Educational Technology and Society, 20(2), 113–126.

Cheng, F., & Haagen, L. (2015). Mobilizing the middle kingdom: Bringing m-learning to a Chinese high school. In Y. Zhang (Ed.), Handbook of mobile teaching and learning (pp. 457–485). New York: Springer.CrossRef

Christensen, R., & Knezek, G. (2018). Reprint of Readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in Human Behavior, 78, 379–388.CrossRef

Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers and Education, 110, 51–63.CrossRef

Donaldson, R. L. (2011). Student acceptance of mobile learning, Thesis. The Florida State University: College of Communication and Information

Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile technology and mathematics: Effects on students’ attitudes, engagement, and achievement. Journal of Computers in Education, 3(1), 77–104.CrossRef

Fu, Q.-K., & Hwang, G.-J. (2018). Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016. Computers and Education, 119, 129–143.CrossRef

Gikas, J., & Grant, M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones and social media. The Internet and Higher Education, 19, 18–26.CrossRef

Grimus, M., & Ebner, M. (2014). Learning with mobile devices—perceptions of students and teachers at lower secondary schools in Austria. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014–World Conference on educational media and technology (pp. 1665–1674). Tampere: Association for the Advancement of Computing in Education (AACE).

Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers and Education, 107, 91–99.CrossRef

Hwang, G.-J., & Chang, H.-F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers and Education, 56, 1023–1031.CrossRef

Hwang, G.-J., & Fu, Q.-K. (2018). Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 5, 20. https://doi.org/10.1080/10494820.2018.1486861.CrossRef

Hwang, G.-J., Lai, C.-L., Liang, J.-C., Chu, H.-C., & Tsai, C.-C. (2018). A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies. Educational Technology Research and Development, 66, 75–93.CrossRef

International Telecommunication Union (ITU) (2017): Measuring the Information Society Report 2017. ITU, Geneva. Retrieved June 11, 2018 from https://www.itu.int/en/ITU-D/Statistics/Documents/publications/misr2017/MISR2017_Volume1.pdf.

Karsenti, T. & Fievez, A. (2013). The iPad in education: Uses, benefits, and challenges—A survey of 6057 students and 302 teachers in Quebec (Canada). Montreal, QC: CRIFPE. Retrieved March 10, 2018 from http://www.karsenti.ca/ipad/pdf/iPad_report_Karsenti-Fievez_EN.pdf.

Kee, C. L., & Samsudin, Z. (2014). Mobile devices: Toys or learning tools for the 21st century teenagers? Turkish Online Journal of Educational Technology, 13(3), 107–122.

Kousloglou, E., & Syrpi, M. (2018). Perceptions of secondary school teachers on the use of handheld devices in schools as learning tools. 5th Pan-Hellenic Educational Conference of Central Macedonia “ICT use and integration in educational practice”, April 27–29, 2018, Thessaloniki. (in Greek)

Kukulska-Hulme, Α., & Viberg, Ο. (2018). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207–218.CrossRef

Matimbwa, A., & Anney, V. N. (2016). Teachers’ and students’ perceptions of self-driven acceptance of mobile phone use as an ICT teaching tool. Journal of Emerging Trends in Educational Research and Policy Studies, 7(2), 91–106.

Nikolopoulou, K. (2018). Mobile technologies and early childhood education. In Proceedings of the International Conference on technology and innovation in learning, teaching and education, June 20–22, 2018. Aristotle University of Thessaloniki, Greece, under publication.

Nikolopoulou, K., & Gialamas, V. (2017). High school pupils’ attitudes and self-efficacy of using mobile devices. Themes in Science and Technology Education, 10(2), 53–67.

Nikolopoulou, K., & Gialamas, V. (2018). Mobile phone dependence: secondary school pupils’ attitudes. Education and Information Technologies, 23(26), 2821–2839.CrossRef

Nikou, S. A., & Economides, A. A. (2018). Mobile-based micro-learning and assessment: Impact on learning performance and motivation of high school students. Journal of Computer Assisted Learning, 34(3), 269–278.CrossRef

Osakwe, J., Dlodlo, N., & Jere, N. (2017). Where learners’ and teachers’ perceptions on mobile learning meet: A case of Namibian secondary schools in the Khomas region. Technology in Society, 49, 16–30.CrossRef

Ott, T., Magnusson, A. G., Weilenmann, A., & Segerstad, Y. H. (2018). “It must not disturb, it’s as simple as that”: Students’ voices on mobile phones in the infrastructure for learning in Swedish upper secondary school. Education and Information Technologies, 23(1), 517–536.CrossRef

Ozdamli, F., & Uzunboylu, H. (2015). M-learning adequacy and perceptions of students and teachers in secondary schools. British Journal of Educational Technology, 46(1), 159–172.CrossRef

Parmigiani, D., Traverso, A., & Pennazio, V. (2015). Mobile devices as factor for the development of motivation and concentration in the upper secondary school. The students’ and parents’ point of view. Conference Paper, 172–179, November 2014.

Peng, H., Tsai, C.-C., & Wu, Y.-T. (2006). University students’ self-efficacy and their attitudes toward the internet: the role of students’ perceptions of the internet. Educational Studies, 32(1), 73–86.CrossRef

Poll, H. (2014). Pearson student mobile device survey 2014. National Report: Students in Grades 4-12. Pearson. Retrieved March 10, 2018 from http://www.pearsoned.com/wp-content/uploads/Pearson-K12-Student-Mobile-Device-Survey-050914-PUBLIC-Report.pdf.

Rau, P.-L., Gao, Q., & Wu, L.-M. (2008). Using mobile communication technology in high school education: Motivation, pressure, and learning performance. Computers and Education, 50(1), 1–22.CrossRef

Retalis, S., Paraskeva, F., Alexiou, A., Litou, Z., Sbrini, T., & Limperaki, Y. (2018). Leveraging the 1:1 iPad approach for enhanced learning in the classroom. Educational Media International, 55(3), 213–230.CrossRef

Schuler, C., Winters, N., & West, M. (2012). The future of mobile learning: Implications for policy makers and planners. Paris: UNESCO.

Song, Y. J. (2014). ‘‘Bring Your Own Device (BYOD)’’ for seamless science inquiry in a primary school. Computers and Education, 74, 50–60.CrossRef

Suárez, À., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018). A review of the types of mobile activities in mobile inquiry-based learning. Computers and Education, 118, 38–55.CrossRef

Venkatesh, V., Morris, M., Davies, G., & Davis, F. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478.CrossRef

Villani, D., Morganti, L., Carissoli, C., Gatti, E., Bonanomi, A., Cacciamani, S., et al. (2018). Students’ acceptance of tablet PCs in Italian high schools: Profiles and differences. British Journal of Educational Technology, 49(3), 533–544.CrossRef

Wang, R., Wiesemes, R., & Gibbons, C. (2012). Developing digital fluency through ubiquitous mobile devices: findings from a small-scale study. Computers and Education, 58, 570–578.CrossRef

Wang, Y., Wu, M., & Wang, H. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92–118.CrossRef

Watkins, M. W. (2000). Monte Carlo PCA for parallel analysis (Computer Software). State College: Ed & Psych Associates.

Wishart, J. (2018). Mobile learning in schools: Key issues, opportunities and ideas for practice. NY: Routledge.

Woodcock, B., Middleton, A., & Nortcliffe, A. (2012). Considering the smartphone learner: An investigation into student interest in the use of personal technology to enhance their learning. Student Engagement and Experience Journal, 1(1), 1–14.CrossRef

Titel: Mobile learning usage and acceptance: perceptions of secondary school students
verfasst von: Kleopatra Nikolopoulou
Publikationsdatum: 20.11.2018
Verlag: Springer Berlin Heidelberg
Erschienen in: Journal of Computers in Education / Ausgabe 4/2018
Print ISSN: 2197-9987
Elektronische ISSN: 2197-9995
DOI: https://doi.org/10.1007/s40692-018-0127-8

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 4/2018

Virtual learning communities (VLCs) rethinking: the virtualization process

Modelling adult learners’ online engagement behaviour: proxy measures and its application

Interest-driven creator theory: towards a theory of learning design for Asia in the twenty-first century

A university-based model for supporting computer science curriculum reform

The effects of visual cueing on pictorial and verbal tests through mobile-phone-based animation