The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
A Theory of Learning for the Mobile Age
Abstract
Most adults and adolescents in developed countries now own mobile phones and media devices, and for many people in developing countries a mobile phone can offer the only means of sending long distance messages. In a parallel development to the spread of personal technology, since the early 1980s schools, colleges and universities have experimented with handheld technology for learning, including classroom response systems, data probes, and handheld writing tools. Universities allow students to bring laptop computers to lectures and some schools are now providing pupils with Personal Digital Assistants and tablet computers. As personal mobile technologies for learning become more widespread, studies are starting to show evidence of the value of incorporating mobile devices in teaching and learning (McFarlane, Triggs and Yee 2008; p.7) and also substantial issues, including conflicts between informal learning with personal devices and traditional classroom education (Sharples 2007). Children are developing new skills and literacies enabled by mobile devices, such as SMS texting, moblogging (writing diaries and weblogs on mobile devices) and mobile video creation. A new generation of location-aware mobile phones will offer further possibilities, of education services and educational media matched to the learner's context and interests.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
A Mathematical Theory of Communication
Shannon, C. E. (1948) · Bell System Technical Journal · doi:10.1002/j.1538-7305.1948.tb01338.x · Cited by 88,486
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 1×
“Context also embraces the multiple communities of actors (both people and interactive technology) who interact around shared objectives, mutual knowledge, orientations to study, styles and strategies of learning.”
Learning by Expanding: An Activity-Theoretical Approach to Developmental Research
Engeström, Y. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139814744 · Cited by 4,991
Cited by
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016) · Computers & Education · doi:10.1016/j.compedu.2015.11.008 · Cited by 1,574
Gikas, J., & Grant, M. M. (2013) · The Internet and Higher Education · doi:10.1016/j.iheduc.2013.06.002 · Cited by 1,354
Mobile-based assessment: Investigating the factors that influence behavioral intention to use
Nikou, S. A., & Economides, A. A. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.02.005 · Cited by 388
Tablet use in schools: a critical review of the evidence for learning outcomes
Haßler, B., Major, L., & Hennessy, S. (2016) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12123 · Cited by 372
The pedagogical challenges to collaborative technologies
Laurillard, D. (2009) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-008-9056-2 · Cited by 355
Metadata
- Authors
- Sharples, M., Taylor, J., & Vavoula, G.
- Venue
- Medienbildung in neuen Kulturräumen
- Publisher
- VS Verlag für Sozialwissenschaften
- Published
- 2010
- Pages
- 87-99
- OpenAlex
- W1534169650
- Cited by
- 727
- References
- 4
- FWCI
- 217.11
- Type
- book chapter
- Language
- de
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: A Theory of Learning for the Mobile Age. https://app.cochat.ai/papers/10.1007/978-3-531-92133-4_6
- The paper
- Sharples, M., Taylor, J., & Vavoula, G. (2010). A Theory of Learning for the Mobile Age. Medienbildung in neuen Kulturräumen. https://doi.org/10.1007/978-3-531-92133-4_6
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
