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The influence of students’ ICT skill and their adoption of
mobile learningKathryn Mac Callum
Eastern Institute of TechnologyLynn Jeffrey
Massey University
What is Mobile Learning?
• Mobile learning is the delivery of learning content to learners utilizing mobile computing devices.
Portable
Mobile Technology in EducationDefinition The mobile learning effect
Attention Gaining students attention and building their curiosity is important in motivating a student to engage in a learning activity.
Mobile technology can capture student’s attention (Novelty effect)Student kept involved with wide range of tools
Relevance Establishing the relevance of the instruction to learner goals and learning styles.
Multiple methods of interaction (supporting Learning Styles)Personal instruction/developed around students needs
Confidence Building confidence in regard to realistic expectations and personal responsibility for outcomes.
Mobile devices can often be less daunting that a computer – the ubiquitousness of mobile phonesDevices are their own – used everyday (ownership)
Satisfaction Making the instruction satisfying by managing learners’ intrinsic and extrinsic outcomes.
Intrinsic motivation such as fun, curiosity and self-determination (learners can chose when to learn)
Based on ARCS model (Keller, 1984, 1987a, 1999b)
Instantcommunicati
on
Wide variety of
applications and tools
Instant information
Increased access
CaseStudy
Case study 1 – Student
Teachers
Week long workshop of pre-service secondary teachers introduction to ICT tools (emphasis on mobile)Case Study - Focus Groups/Survey
Case study 2 –
Student’s using
podcasts and SMS
Students taking a DBA course were able to access podcasts of lectures and short overviews. SMS notifications were sent to students.
Case Study - Focus Groups/Survey
Case study 3 –
Student’s using in-
class polling
In class interaction where students submit SMS answers (similar to clickers)
Case Study - Focus Groups/Survey
Case study 3 – Tertiary Instructors
Three lecturers and one e-learning advisor were given a range of mobile devices and asked to use it in their normal teaching practice.
Case Study - Interviews
Educators
Students
Survey
Gender
Self-efficacy(mobile)
Effort Expectancy(Perceived Ease of
Use)
Performance Expectance
(Perceived Usefulness)
Attitude to using mobile technology
Behaviour Intention
Facilitating conditions
AgeSelf-directed Learning (student) Teaching Self
Efficacy(teacher)
ICT Ability and experience
Educators
Students
The study
• 446 students participated in the study from three institutes in NZ (Auckland University, Massey University (all three campuses) and EIT (two campuses)
• Following data screening, a final sample of N = 413 was achieved.
• Of the 413 responses there was a fairly even split with 227 females (55%). The mean students age was between the age of 20-29 years ( =2.21; s =.991).
• The majority of participants classified themselves as European or part European (68.3%).
The model
General ICT Skill
Specific Mobile Skill
Advanced ICT Skill
H1a
H1c
H1b
Perceived Ease of Use
Perceived Usefulness
Behavioural Intention
H7
H5
ICT Self-Efficacy
Technology Acceptance Model
H6
H2
H3
H4
The result
General ICT Skill
Specific Mobile Skill
Advanced ICT Skill
.89
.32
.30
Perceived Ease of Use
Perceived Usefulness
Behavioural Intention
.08*
.20.51
.81
.15*
ICT Self-Efficacy
Technology Acceptance Model
.72
χ² = 1567.49, df = 66, p < .004, SRMR= .04, NFI = .96, PNFI = .40, RMSEA = .04 90% CI =.02 - .06
Recommendations for the Introduction of Mobile Learning into Tertiary Education
• Remove technical obstacles to ensure that all mobile learning initiatives are as easy as possible to use with little initial learning needed. Provide IT support and access to training. Pilot initiatives before a major rollout.
• Promote the benefits of the mobile learning initiative so that they are clear and evident to all parties by ensuring students and educators are aware of the advantages to their learning and teaching. Provide opportunities for educators and students to explore mobile learning and support them in their exploration. Sandboxes are a good mechanism for this.
• Develop strategies for students and educators who may have negative attitudes as a result of previous ICT experiences. These resisters may require additional support and training over and above the standard.
