The effects of mobile devices on student learning in a new zealand-based university preparation course: a case study

Doctorate other than PhD


Saavedra, Emily Kate. 2018. The effects of mobile devices on student learning in a new zealand-based university preparation course: a case study. Doctorate other than PhD Doctor of Education. University of Southern Queensland. https://doi.org/10.26192/5c0dda70f69de
Title

The effects of mobile devices on student learning in a new zealand-based university preparation course: a case study

TypeDoctorate other than PhD
Authors
AuthorSaavedra, Emily Kate
Supervisorvan Rensburg, Henriette
Midgley, Warren
Institution of OriginUniversity of Southern Queensland
Qualification NameDoctor of Education
Number of Pages252
Year2018
Digital Object Identifier (DOI)https://doi.org/10.26192/5c0dda70f69de
Abstract

Activity Theory provides the theoretical framework underpinning this qualitative exploration into the effects of mobile devices on student learning within the context of a New Zealand-based, university preparation course. Situated within a constructivist paradigm, this thesis presents student and teacher perspectives in relation to four research questions.

The first research question focuses on how students, within a blended mode, university preparation course based in New Zealand, use their mobile devices in relation to learning. The second research question aims to identify factors that influence the use of mobile devices, while the third research question investigates if any value is added to learning and teaching practices when using mobile devices. The final research question explores any challenges associated with the use of mobile devices within this academic context.

Key findings identified that students in this study use mobile devices to support their learning by exploiting tools accessible on their devices to complete course-related tasks. They also use mobile devices to access lexical support, maintain social connections and manage workflows. Factors that positively influenced mobile device usage in the pre-degree context included pedagogical approaches, teacher influence, task completion and social influences. However, not all influences were positive. Students’ perception that their attention spans were shortening and a lack of technical proficiency were factors that negatively impacted on learning.

Other key findings indicated that value was seen to be added when mobile devices were used appropriately within this pre-degree context. Value was notably added with regard to the facilitation of collaborative, supportive and personalised learning through the convenience of instant access and increased connectivity. However, with the prevalence of mobile devices within the classroom, there were aspects that were challenging and presented as contradictions within the Activity Theory framework. These challenges consisted of distractions and difficulty in maintaining focus on tasks. The use of mobile devices by classmates was also found to have a negative effect on those around them.

This thesis concludes by outlining areas where noteworthy contributions to theoretical, methodological and practical knowledge have been made. It contributes to the growing body of literature by exploring the use of mobile devices within the pre-degree context and identifying potential areas of future study. By embarking on these areas of investigation to understand the effects of mobile devices on student learning, educators and other stakeholders will have a clearer idea of ways in which the capabilities inherent in mobile devices can be harnessed to best support student learning.

Keywordsmobile devices, predegree, foundation, technology, education, challenges
ANZSRC Field of Research 2020390405. Educational technology and computing
390303. Higher education
460608. Mobile computing
390301. Continuing and community education
Byline AffiliationsSchool of Linguistics, Adult and Specialist Education
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