Development and Evaluation of an Interactive Mobile Learning Environment with Shared Display Groupware

NCUIR > College of Liberal Arts at National Central University > Graduate Institute of Learning and Instruction > journal & Dissertation > Item 987654321/50290

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/50290

Title:	Development and Evaluation of an Interactive Mobile Learning Environment with Shared Display Groupware
Authors:	Yang,JC;Lin,YL
Contributors:	學習與教學研究所
Date:	2010
Issue Date:	2012-03-27 17:16:41 (UTC+8)
Publisher:	國立中央大學
Abstract:	When using mobile devices in support of learning activities, students gain mobility, but problems arise when group members share information. The small size of the mobile device screen becomes problematic when it is being used by two or more students to share and exchange information. This problem affects interactions among group members. To overcome the information sharing problem, the concept of Shared Display Groupware (SDG) has been proposed to support face-to-face collaboration using a shared display. However, little attention had been paid on the integration of the shared display with mobile devices in order to design a learning activity in the mobile learning environment. In this study, a learning activity was designed and a mobile learning environment was developed with the integration of the SDG to permit students to share information from individual and public spaces. During the learning activity, each student performed individual tasks using a PDA. Group tasks, following the individual tasks, were performed using a shared display, thus facilitating the sharing of information and group discussions. Each group was given their own display to share. To evaluate students' perceptions and learning effectiveness regarding the use of the SDG in supporting mobile learning, an empirical study was conducted. The study included a survey questionnaire as well as a learning achievement test. The participants in the experiment included thirty-four fourth-grade students and followed a one-group pretest-posttest design. The results show that the participants evaluated high scores in every category of the questionnaire. Significant differences were found between pretest and posttest in most aspects of the learning achievement test on the creation of conditions for classifying plants.
Relation:	EDUCATIONAL TECHNOLOGY & SOCIETY
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

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