Effects of Social Constructivist Mobile Learning Environments on Knowledge Acquisition: A Meta-Analysis

International Journal of Interactive Mobile Technologies

Ouiame Filali Marzouki¹  Samir Bennani¹  Mohammed Khalidi Idrissi² 

[1] Ecole Mohammadia d'ingénieurs

关键词: mobile learning;    instructional approaches;    pedagogical activities;    social constructivism;    collaborative learning;    blended learning;    meta-analysis;   

DOI  :  

学科分类：电子、光学、磁材料

来源: International Association of Online Engineering

【 摘 要 】

This meta-analysis has two aims: a) to address the main effects of social constructivist mobile learning environments on learners’ knowledge acquisition and their academic achievements b) to address potential factors regarding design principles and instructional methods for successful social constructivist mobile environments in a blended learning context. We selected 24 articles that meet the inclusion criteria: empirical studies implementing mobile learning in a blended environment using social constructivism approach. The selected studies are not identical in terms of instructional strategies, tools and devices, period and student’s expertise level. These factors lead to variations in the magnitude of the effect sizes. The review reveals that there is a positive effect of mobile learning on the knowledge acquisition, learners’ achievements, attitudes and motivation despite the high cognitive load. This is shown through the combined effect size. A last remarkable finding related to retention is that students in such environments fulfill their academic tests, but remember less the acquired knowledge after a retention period.

【 授权许可】

Unknown