The DOI matches its Crossref record; 27 of the 27 references it cites were found in a registry or an index.
Mobile learning vs. traditional classroom lessons: a comparative study
Open accessAbstract
Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iP hone game for learning the water cycle vs. the traditional classroom lesson. The iP hone game includes multiple interaction forms and combined augmented reality (AR) mini‐games with non‐AR mini‐games. The traditional classroom lesson had the same learning content as the iP hone game. Thirty‐eight children participated in the study. The analyses showed that the children made significant learning gains about the water cycle, regardless of the method used. Even though the results showed that the iP hone method achieved higher knowledge results than the traditional classroom lesson, no statistically significant differences were found between the iP hone and the classroom lesson. When analysing the motivational outcomes, the results showed that the children found the iP hone game to be more satisfying than the classroom lessons. Since the iP hone game achieved similar learning results and a higher motivational effect than the classroom lesson, this suggests that games of this kind could be used as a tool in primary schools to reinforce students' lessons.
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Chauhan, S. (2017) · Computers & Education · doi:10.1016/j.compedu.2016.11.005 · Cited by 395
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
AlGerafi, M. A. M., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023) · Electronics · doi:10.3390/electronics12183953 · Cited by 373
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Maas, M. J., & Hughes, J. M. (2020) · Technology, Pedagogy and Education · doi:10.1080/1475939x.2020.1737210 · Cited by 357
Effects of Assistive Technology for Students with Reading and Writing Disabilities
Svensson, I., Nordström, T., Lindeblad, E., Gustafson, S., Björn, M., Sand, C., Almgren/Bäck, G., & Nilsson, S. (2021) · Disability and Rehabilitation Assistive Technology · doi:10.1080/17483107.2019.1646821 · Cited by 163
Metadata
- Authors
- Furió, D., Juan, M. ‐., Seguí, I., & Vivó, R.
- Venue
- Journal of Computer Assisted Learning
- Publisher
- Wiley
- Published
- 2014-05-22
- Volume
- 31
- Issue
- 3
- Pages
- 189-201
- ISSN
- 0266-4909 (ISSN-L)
- 1365-2729
- OpenAlex
- W2105577927
- Cited by
- 262
- References
- 27
- FWCI
- 26.81
- Type
- journal article
- Language
- en
- Open access
- bronze
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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.
