A Meta-analysis of Mobile Learning’s Effect on Students’ Learning Motivation

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 4
  In Roundtable Session: Learning Processes and Motivation

Abstract

This study meta-analyzed mobile learning’s effect on student learning motivation using 137 effect sizes from 49 studies of 4,118 students. The results showed a large and positive overall effect of mobile learning on student learning motivation (g = 1.061). The effect is varied across motivation type, motivation scale, subject area, mobile learning type, device type, user role, educational level, intervention duration and study design type. Satisfaction has the largest effect, followed by attention, confidence, and relevance accordingly. Augmented reality yielded a larger effect than virtual reality. The effect is the largest for the EFL subject, followed by liberal arts and STEM subjects; largest for teacher-led mobile learning, while student-led has a much smaller effect than teacher-led and teacher-student jointly led.

Authors

• Weichen Wang, East China Normal University

• Shuqi Zhou, Donghua University

• Zehua Dong, Hangzhou Normal University

• Ming Ming Chiu, The Education University of Hong Kong

• Wenye Zhou, Institute of Curriculum and Instruction East China Normal University