The Effect of Mobile Learning on School-Aged Students' Science Achievement: A Meta-Analysis (Poster 29)

• In Event: AERA Poster Session One
  In Poster Session: Division C Science Poster Session One

Abstract

This meta-analysis determines the overall effect of mobile learning on school-aged students’ science achievement and tests for moderator effects. The results showed a large positive overall effect of mobile learning on student’s science learning (g = 1.044). Mobile learning’s effect sizes were larger for (a) inquiry or game-based learning than other learning approaches; (b) biology, and progressively smaller for earth and space sciences, physics, and chemistry; (c) activities jointly led by students and teachers, followed by those led by students; and then those led by teachers; (d) collectivistic countries than individualistic ones; and (e) younger students. Intervention duration, device type, learning environment, pretest-posttest experimental design, and publication year showed no moderation effects. Insights concluded from moderator analysis were further discussed.

Authors

• Zehua Dong, Hangzhou Normal University
  Presenting Author

• Ming Ming Chiu, The Education University of Hong Kong
  Non-Presenting Author

• Shuqi Zhou, Donghua University
  Non-Presenting Author

• Zihong ZHANG, East China Normal University
  Non-Presenting Author