Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18858
Title: 
Focusing a mobile science learning process: Difference in activity participation
Authors: 
Keywords: 
Mobile technology
Science curriculum
Activity participation
Issue Date: 
2017
Citation: 
Sun, D., & Looi, C. K. (2017). Focusing a mobile science learning process: Difference in activity participation. Research and Practice in Technology Enhanced Learning, 12: 3. http://dx.doi.org/10.1186/s41039-016-0040-6
Abstract: 
The research on mobile learning in science lacks in-depth investigation of the learning
process. In this paper, we describe the implementation of a mobile technologysupported
science curriculum developed by design-based approach. The long-term
data collection and trace of learning process enable the exploration of students’
participation and identifying potential factors in mobile learning. Employing mixed
research methods, the study presents the differences of students’ engagement in
mobile activity. It was found out that the participation of students in doing the mobile
activities varied regarding the types of mobile tools, topics, class levels, and teacher
feedback. The findings unfolded the factors affecting student activity participation
behavior in mobile science learning and the problems encountered by the mobile
science curriculum implementation. The results could potentially inform curriculum
design and implementation supported by mobile technology, as well as support
professional development of science teachers.
URI: 
ISSN: 
1793-2068 (print)
1793-7078 (online)
Other Identifiers: 
10.1186/s41039-016-0040-6
Appears in Collections:Journal Articles

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