Journal
COMPUTERS & EDUCATION
Volume 94, Issue -, Pages 252-275Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2015.11.008
Keywords
Evaluation methodologies; Pedagogical issues; Teaching/learning strategies
Funding
- Ministry of Science and Technology, Taiwan [101-2511-S-003-047-MY3, 102-2911-I-003-301, 102-2511-S-003-001-MY3, 103-2911-I-003-301, 103-2511-S-003 -058 -MY3, 104-2511-S-003 -018 -MY3]
- Aim for the Top University Project of National Taiwan Normal University
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Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed. (C) 2015 The Authors. Published by Elsevier Ltd.
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