Mobile technology is a tool learners rely on. The purpose of this study was to determine if mobile technology use moderates the relationship between intrinsic motivation and grades. Findings show that students with higher intrinsic motivation will have higher grades regardless of whether or not they use technology frequently for their course and regardless of whether or not they perceive mobile technology as valuable for learning in their course. This study importantly shows that increased frequency of mobile technology use adversely impacted expected grades, that learners who placed higher value of mobile technology in terms of learning for their course see a significant correlation to their expected grades, and that learners who perceived the importance of mobile technology as valuable, and used their devices more frequently, had higher predicted expected grades than those who did not. Implications for practice and recommendations for future research are detailed, in order to support these findings.
Dissertations | Augmented and Mobile Learning Research Group
Daniel Grenier Follow. Doctoral Dissertations and Projects. This study poses the question: Is there a relationship between student use of mobile technology in an online environment and student achievement expressed by final grades? The purpose of this study is to examine the relationship between mobile learning m-learning using mobile technology and academic achievement in terms of final grades in an online environment.
The rapid development of technology has encouraged Saudi universities to establish initiatives to improve learning. Mobile learning technology is one of the technologies targeted by eLearning and distance education deanships among Saudi universities. However, few studies have been done in investigating mobile learning technology acceptance in the Saudi context.
Sarah Nichter Follow. This study aims to understand the possible impact of mobile learning on engagement and student success in the online environment. The research questions ask what impacts mobile learning has on student engagement, measured with Self-Regulated Learning SRL ; what impact mobile learning has on the SRL constructs of environment structuring, task management, and time management; and what associations mobile learning might have with student success and persistence.