Mobile Learning via Educational Apps: An Interpretative Study
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This study investigates the use of mobile learning technologies, particularly educational apps and serious games, in primary education to enhance student engagement and learning outcomes. It highlights the benefits and challenges of mobile learning, revealing that while many students enjoy and gain skills from these apps, some may not engage effectively due to individual differences and institutional barriers. The findings suggest that a combination of traditional and digital resources could optimize teaching methods and learning experiences for students.
![Introduction
• Mobile technologies, including educational apps and serious games can provide an
immersive, voluntary and enjoyable activity as challenging goals are pursued according to
agreed-upon rules ([3] [4]).
• Serious games are not created with the primary purpose of pure entertainment, but with the intention for
use in education and training [11]. These games have defined learning outcomes that are designed to
balance subject matter with gameplay [12].
• Previous studies have reported that such ubiquitous technologies in education can enhance the learning
interests of students [13] and could further increase their motivation ([14], [15]).
• This contribution (i) provides a critical review of relevant theoretical underpinnings on
mobile learning via serious games; (ii) explores the students’ opinions, beliefs and
perceptions on the use and ease of use of serious games in the primary educational level;
(iii) It evaluates the effectiveness and motivational appeal of two serious games, from the
students’ perspectives. It explains how, where and when educational apps can be considered
as relevant teaching and learning resources.](https://image.slidesharecdn.com/mobilelearningviaeducationalapps-190524075143/85/Mobile-Learning-via-Educational-Apps-An-Interpretative-Study-3-320.jpg)
![Literature Review: The Cost-Benefit Analysis
Benefits
Today’s students are expected to be proficient on the use of technology in their future employment.
• Therefore, it would make a lot of sense if educators use digital and mobile technologies including serious
games - as a vehicle to instill knowledge, skills and competencies among their students [28].
• The educational apps in our mobile devices comprise (i) a set of rules and constraints, (ii) a set of dynamic
responses to the learners' actions, (iii) appropriate challenges enabling learners to experience a feeling of
self-efficacy, and (iv) gradual, learning outcome-oriented increases in difficulty [30].
• Serious games in education may involve competition, achievement and reward structures [1].
• They promote collaboration, problem-solving and communication, experimentation and the exploration of identities
([11]).
• Educational apps may help kids develop adaptive emotion regulation [34].
• They can increase the children’s positive mood after playing [35].
• Gamers are able to translate the pro-social skills that they learn from co-playing (or from multi-player gameplay) with
their peers and family members beyond the gaming environment [36].
• Hence, the gaming environment may usually provide the right setting for student-centred learning; that allows two-way
communication through instant feedback between instructors and students ([8] [17]).](https://image.slidesharecdn.com/mobilelearningviaeducationalapps-190524075143/85/Mobile-Learning-via-Educational-Apps-An-Interpretative-Study-4-320.jpg)
![Costs
• Mobile learning do not always result in significant improvements in quality education or may not increase
the students’ motivation ([35],[38]);
• Different factors, including; individual learner characteristics ([11], [39]); the learning situation and the
specificity of certain subject areas [32] could have an impact on the effective implementation of mobile
learning;
• There may be students who will not engage or respond to extrinsic, educational apps as they may not regard them as play;
• Moreover, it may be irresponsible to postulate that children with different abilities will readily embrace the digital culture;
• There may be negative connotations if students fail in their gameplay [45];
• Academics have reported contradictory results that were essentially ascribed by different methodologies
[30] that may have (not) considered the format of the apps’ educational content and / or the teachers’ social
presence, among other variables;
• There may be educators who may still prefer “old teaching” methodologies rather than using the latest,
interactive learning resources ([18], [44]);
• Many teachers are still wary of electronic innovations;
• Alternatively, there may be schools that may not possess sufficient scarce resources to incorporate
educational apps into their lessons;
• Teachers will require adequate investments in infrastructure as well as appropriate training and development to use mobile
learning technologies in their classroom.](https://image.slidesharecdn.com/mobilelearningviaeducationalapps-190524075143/85/Mobile-Learning-via-Educational-Apps-An-Interpretative-Study-5-320.jpg)
![The Methodology (Primary Research)
An Inductive Methodology
• The interpretative data was obtained through organized, face-to-face interview meetings with fifty-four (54) students who were between 6-8 years
of age.
• The participants attended a primary school in a southern European Union member state.
• The personal interviews’ non-verbal cues have helped the interviewers to better understand the participants’ verbal responses. An effort has been
made to induce the informants to talk freely and openly to gain a good understanding of their perspectives of educational apps on their school
tablets [5].
• During the fieldwork, the researchers noticed the school’s organisational culture and background, its management styles, as well as the teachers’
attitudes toward educational technologies, among other issues. These attributes were clearly evidenced before and after gathering the data.
The Semi-Structured Interview Questions
• The interviews were characterised by their pre-determined list of themes and questions. Following a brief introduction, the students were invited to
give details of how, where, when they were using the mobile learning technologies in their classroom.
• The aim of the interview was to discover whether the educational apps were considered as a strategic tool that could entice the students’
motivation and curiosity in academic subjects [21].
• During the interview sessions, the participants’ views and opinions were annotated [46] and / or recorded on tape; with the interviewees’ and their
parents’ prior consent. At times, the students were encouraged to clarify their argumentation.
• The gathered data had lent itself to a systematic content analysis that involved open and axial coding. The NVivo (v8) qualitative software was
chosen for its functionality. This software has enabled the coding and analysis of text, image and audio data.](https://image.slidesharecdn.com/mobilelearningviaeducationalapps-190524075143/85/Mobile-Learning-via-Educational-Apps-An-Interpretative-Study-6-320.jpg)
![An Interpretation of the Qualitative Findings
• The mobile learning technologies were used during the students’ Math and English Language lessons.
• The majority of interviewees suggested that they “enjoyed” playing the school’s (serious) games.
The Math Game:
• The students held that they were incentivized to ‘compete’ against their peers, as they were given
rewards (and results) during their game play.
• The players themselves suggested that they were motivated and engaged [12] as the gameplay
offered relevant challenges [47].
• The students felt a sense of accomplishment and intellectual stimulation as they completed the game’s levels.
• Generally, the students agreed that the Math game helped them improve their social skills as they
shared their scores with their class mates.
• The students were divided into small groups of two or three, where they had to collaborate together and work in
tandem to solve problems.
• The students held that the design of the instructional materials was appropriate for their level of
education. A few of them declared that this game has also developed their analytical skills.](https://image.slidesharecdn.com/mobilelearningviaeducationalapps-190524075143/85/Mobile-Learning-via-Educational-Apps-An-Interpretative-Study-8-320.jpg)
![Conclusions and Implications
• This research has provided a critical review of the extant academic literature on the use mobile
learning technologies. It suggests that children learn through educational apps ([1], [11], [29].
• The findings from our qualitative research indicated that the students were learning how to work
out the solutions for themselves - rather than by being “spoon-fed” by their teacher.
• This finding is also consonant with the discovery-based learning and other constructivist approaches ([9],
[10], [41]).
• The results suggest that the math and the story-telling apps have improved the students’
cognitive and interpersonal skills. Both mobile apps required the students to engage with their
peers.
• This contribution and its empirical findings are consonant with relevant theoretical
underpinnings. It has proved that the use of the mobile learning technologies can improve the
delivery of quality, student-centered education.
• This study has shown that these apps have improved the students’ relational and communication
skills.
• In conclusion, the researchers suggest that the combination of traditional and digital learning
resources would improve the learning outcomes in primary education.](https://image.slidesharecdn.com/mobilelearningviaeducationalapps-190524075143/85/Mobile-Learning-via-Educational-Apps-An-Interpretative-Study-10-320.jpg)
Mobile Learning via Educational Apps: An Interpretative Study
- 1. Mobile Learning via Educational Apps: An Interpretative Study Adriana Caterina Camilleri B.Ed. (Hons) M.A. (Bath) Malta College of Arts, Sciences and Technology, Malta. Mark Anthony Camilleri (Ph.D. Edinburgh) University of Malta, Malta. How to Cite: Camilleri, A.C. & Camilleri, M.A. (2019). Mobile Learning via Educational Apps: An Interpretative Study. In Shun-Wing N.G., Fun, T.S. & Shi, Y. (Eds.) 5th International Conference on Education and Training Technologies (ICETT 2019). Seoul, South Korea (May, 2019).
- 2. Contents • Introduction • Literature • Methodology • Interpretation of the Findings • Conclusions
- 3. Introduction • Mobile technologies, including educational apps and serious games can provide an immersive, voluntary and enjoyable activity as challenging goals are pursued according to agreed-upon rules ([3] [4]). • Serious games are not created with the primary purpose of pure entertainment, but with the intention for use in education and training [11]. These games have defined learning outcomes that are designed to balance subject matter with gameplay [12]. • Previous studies have reported that such ubiquitous technologies in education can enhance the learning interests of students [13] and could further increase their motivation ([14], [15]). • This contribution (i) provides a critical review of relevant theoretical underpinnings on mobile learning via serious games; (ii) explores the students’ opinions, beliefs and perceptions on the use and ease of use of serious games in the primary educational level; (iii) It evaluates the effectiveness and motivational appeal of two serious games, from the students’ perspectives. It explains how, where and when educational apps can be considered as relevant teaching and learning resources.
- 4. Literature Review: The Cost-Benefit Analysis Benefits Today’s students are expected to be proficient on the use of technology in their future employment. • Therefore, it would make a lot of sense if educators use digital and mobile technologies including serious games - as a vehicle to instill knowledge, skills and competencies among their students [28]. • The educational apps in our mobile devices comprise (i) a set of rules and constraints, (ii) a set of dynamic responses to the learners' actions, (iii) appropriate challenges enabling learners to experience a feeling of self-efficacy, and (iv) gradual, learning outcome-oriented increases in difficulty [30]. • Serious games in education may involve competition, achievement and reward structures [1]. • They promote collaboration, problem-solving and communication, experimentation and the exploration of identities ([11]). • Educational apps may help kids develop adaptive emotion regulation [34]. • They can increase the children’s positive mood after playing [35]. • Gamers are able to translate the pro-social skills that they learn from co-playing (or from multi-player gameplay) with their peers and family members beyond the gaming environment [36]. • Hence, the gaming environment may usually provide the right setting for student-centred learning; that allows two-way communication through instant feedback between instructors and students ([8] [17]).
- 5. Costs • Mobile learning do not always result in significant improvements in quality education or may not increase the students’ motivation ([35],[38]); • Different factors, including; individual learner characteristics ([11], [39]); the learning situation and the specificity of certain subject areas [32] could have an impact on the effective implementation of mobile learning; • There may be students who will not engage or respond to extrinsic, educational apps as they may not regard them as play; • Moreover, it may be irresponsible to postulate that children with different abilities will readily embrace the digital culture; • There may be negative connotations if students fail in their gameplay [45]; • Academics have reported contradictory results that were essentially ascribed by different methodologies [30] that may have (not) considered the format of the apps’ educational content and / or the teachers’ social presence, among other variables; • There may be educators who may still prefer “old teaching” methodologies rather than using the latest, interactive learning resources ([18], [44]); • Many teachers are still wary of electronic innovations; • Alternatively, there may be schools that may not possess sufficient scarce resources to incorporate educational apps into their lessons; • Teachers will require adequate investments in infrastructure as well as appropriate training and development to use mobile learning technologies in their classroom.
- 6. The Methodology (Primary Research) An Inductive Methodology • The interpretative data was obtained through organized, face-to-face interview meetings with fifty-four (54) students who were between 6-8 years of age. • The participants attended a primary school in a southern European Union member state. • The personal interviews’ non-verbal cues have helped the interviewers to better understand the participants’ verbal responses. An effort has been made to induce the informants to talk freely and openly to gain a good understanding of their perspectives of educational apps on their school tablets [5]. • During the fieldwork, the researchers noticed the school’s organisational culture and background, its management styles, as well as the teachers’ attitudes toward educational technologies, among other issues. These attributes were clearly evidenced before and after gathering the data. The Semi-Structured Interview Questions • The interviews were characterised by their pre-determined list of themes and questions. Following a brief introduction, the students were invited to give details of how, where, when they were using the mobile learning technologies in their classroom. • The aim of the interview was to discover whether the educational apps were considered as a strategic tool that could entice the students’ motivation and curiosity in academic subjects [21]. • During the interview sessions, the participants’ views and opinions were annotated [46] and / or recorded on tape; with the interviewees’ and their parents’ prior consent. At times, the students were encouraged to clarify their argumentation. • The gathered data had lent itself to a systematic content analysis that involved open and axial coding. The NVivo (v8) qualitative software was chosen for its functionality. This software has enabled the coding and analysis of text, image and audio data.
- 8. An Interpretation of the Qualitative Findings • The mobile learning technologies were used during the students’ Math and English Language lessons. • The majority of interviewees suggested that they “enjoyed” playing the school’s (serious) games. The Math Game: • The students held that they were incentivized to ‘compete’ against their peers, as they were given rewards (and results) during their game play. • The players themselves suggested that they were motivated and engaged [12] as the gameplay offered relevant challenges [47]. • The students felt a sense of accomplishment and intellectual stimulation as they completed the game’s levels. • Generally, the students agreed that the Math game helped them improve their social skills as they shared their scores with their class mates. • The students were divided into small groups of two or three, where they had to collaborate together and work in tandem to solve problems. • The students held that the design of the instructional materials was appropriate for their level of education. A few of them declared that this game has also developed their analytical skills.
- 9. The English Language Game (the digital story app): • The interviewees shared their personal narratives through visual stories. The stories included easy-to- read fonts, colors, magazine-style designs, music and / or sounds. These stories were usually narrated in less than 5 minutes, and typically involved individuals, places, events or other topics. • Again, the students worked in groups as they shared feedback on how to develop and improve their story. Eventually, all members of the group were expected to communicate their story to other students. Following the group’s presentation of the story they engaged in a discussion with other students. • The purpose of the digital story was to encourage students to communicate with their peers, who were chosen at random by the teacher. This activity demanded the students to use cues from the digital story and to share their own insights and experiences about life. The students suggested that this activity has taught them about the importance of listening patiently to one another. They argued that this exercise has provided a good opportunity for them to improve relationships with their classmates. • A few students indicated that at times they felt uncomfortable working with individuals who were not familiar with. • Other children declared that they did not like this activity (i.e. the digital story), without giving any reason. • The researchers noticed that particular students exhibited dissimilar learning abilities, when compared to the other interviewees. • These students admitted that they were not keeping up with the pace of their peers. • However, many other interviewees argued that the digital story app has helped them enhance their digital skills.
- 10. Conclusions and Implications • This research has provided a critical review of the extant academic literature on the use mobile learning technologies. It suggests that children learn through educational apps ([1], [11], [29]. • The findings from our qualitative research indicated that the students were learning how to work out the solutions for themselves - rather than by being “spoon-fed” by their teacher. • This finding is also consonant with the discovery-based learning and other constructivist approaches ([9], [10], [41]). • The results suggest that the math and the story-telling apps have improved the students’ cognitive and interpersonal skills. Both mobile apps required the students to engage with their peers. • This contribution and its empirical findings are consonant with relevant theoretical underpinnings. It has proved that the use of the mobile learning technologies can improve the delivery of quality, student-centered education. • This study has shown that these apps have improved the students’ relational and communication skills. • In conclusion, the researchers suggest that the combination of traditional and digital learning resources would improve the learning outcomes in primary education.
- 11. Research Limitations and Future Research • This research was conducted among primary school students who were the children of the middle-class and high-income parents, in small European country. • Therefore, the findings of this study ought to be supported by further research in other contexts. • Other research may consider different sampling frames, research designs, methodologies and analyses which could produce different outcomes. • Future research can analyze other educational apps. Further studies may reveal that there may be different attitudes, perceptions and motivations (among different demographics), toward the use of mobile learning technologies.
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- 14. Thanks for your attention. Feel free to ask any questions.