A Meta-Analysis of Mobile Learning in Science: A Pedagogical Role Perspective

• In Event: Technology Integration and Effectiveness in Early Childhood and Elementary Education

Abstract

To examine the mobile learning (ML) effect on students’ science achievements, we performed a meta-analysis from the pedagogical role perspective (student-led, teacher-led, and collaborative uses of ML). The descriptive analysis showed that student-led uses dominated the ML, most of which happened at elementary school level and natural science domain. The overall main effect size is substantial (g = 1.04, 95% CI [0.82-1.27]) with high heterogeneity (Q =169.47,df=57,p<.001). The mixed-effect model indicates that the pedagogical role significantly moderated ML effects. Specifically, the collaborative uses had the higher significant moderator effect than student-led uses. The teacher-led uses, however, had no significant moderator effect. This meta-analysis provided synthesized evidence of the ML effect on science learning that implies both mobile use and design.

Authors

• Lehong Shi, University of Georgia

• Theodore J. Kopcha, University of Georgia

• Xiaoming Zhai, University of Georgia