Effects of Mobile Devices and Text Messages: A Multi-Study Design to Explore a Model for Mobile Learning in Introductory Journalism

Ronald A. Yaros
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Ronald A. Yaros: University of Maryland, USA

International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 2012, vol. 2, issue 3, 59-72

Abstract: This collection of four studies was one of the first to explore an emerging model for mobile learning (Sharples et al., 2007; Taylor et al., 2006). Students in two introductory journalism courses, open to all majors, used either a tablet (N = 44) or a smaller smartphone/iPod (N = 31) to complete assignments. Goals included assessment of the value of rehearsed production of mobile content, graded field assignments, and performance on a mobile quiz with or without optional course-related text messages prior to the quiz. Results indicated consistent support for the value of rehearsing mobile skills and statistically significant higher quiz scores for those receiving guiding text messages. A post semester survey administered to 11 blended courses using or not using mobile devices (N = 459) revealed significantly higher ratings from mobile users for perceived course efficiency, access to course content, intention to take future blended courses, and overall satisfaction.

Date: 2012
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