Interactive mobile learning: a pilot study of a new approach for sport science and medical undergraduate students

American Journal of Physiology - Advances in Physiology Education - Tập 37 Số 4 - Trang 292-297 - 2013
Stewart S. Bruce-Low1, S. Burnet2, K. Arber3, Daran Price2, Lucy R. Webster2, Marie Stopforth2
1Southampton Solent University, Southampton, Hampshire, United Kingdom; and.
21Southampton Solent University, Southampton, Hampshire, United Kingdom; and
32Southampton University Hospital Trust, Southampton, Hampshire, United Kingdom

Tóm tắt

Mobile learning has increasingly become interwoven into the fabric of learning and teaching in the United Kingdom higher education sector, and as technological issues become addressed, this phenomena has accelerated. The aim of the study was to examine whether learning using a mobile learning device (Samsung NC10 Netbook) loaded with interactive exercises promoted learning compared with a traditional library exercise. Using a randomized trial, 55 students from an undergraduate sports science course ( n = 28) and medical course ( n = 27) volunteered to participate in this study. A mixed-model design ANOVA was used to examine the percent change in test score after a 3-wk intervention. Results showed that there was a significant difference between the two courses ( P < 0.001), methods ( P = 0.01), and trials ( P < 0.001). The findings suggested that both methods augmented student knowledge and understanding in sports science and medical students. The sports science group demonstrated proportionally greater increases in test performance when exposed to the mobile interactive intervention compared with the traditional library approach. Qualitative data suggest an increased level of engagement with the Netbooks due to the stimulating interactive content. In conclusion, the Netbooks were an effective additional learning tool, significantly enhancing knowledge and understanding in students. Further research should ensure that participants are assessed for preferred learning styles, the subjective task value of expectancy value, and readiness for mobile learning to ascertain if this has an effect on the potential for using mobile learning and interactivity.

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Thông tin
Thông tin xuất bản

American Journal of Physiology - Advances in Physiology Education

Tập 37 Số 4

292-297

Thông tin tác giả