Page 1 of 7
European Journal of Business &
Socqial Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 04
April 2019
Available online: https://ejbss.org/ P a g e | 2182
Mobile Application Integration
Framework for Educational Institutions
MS. SONAM JAIN
Institute of Engineering &Technology Alwar (Raj.)
MR. JHEEL CHAUDHARY
Institute of Engineering &Technology Alwar (Raj.)
MR. VIKRAM SINGH
Institute of Engineering &Technology Alwar (Raj.)
DR. O P PATHAK
HOD Department of Management studies- Institute of Engineering &Technology Alwar (Raj.)
Abstract
Mobile devices such as laptops, personal digital assistants, and mobile phones have
become a learning tool with great potential in both classrooms and outdoor learning.
Although there have been qualitative analyses of the use of mobile devices in
education, systematic quantitative analyses of the effects of mobile-integrated
education are lacking. This study performed a meta-analysis and research synthesis
of the effects of integrated mobile devices in teaching and learning, in which 110
experimental and quasiexperimental journal articles published during the period
1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size
of 0.523 for the application of mobile devices to education. The effect sizes of
moderator variables were analyzed and the advantages and disadvantages of mobile
learning in different levels of moderator variables were synthesized based on content
analyses of individual studies. The results of this study and their implications for
both research and practice are discussed.
1. Introduction
1.1. Integrating mobile devices with learning and instruction
Mobile computers have gradually been introduced into educational contexts over the past 2
decades. Mobile technology has led to most people to carry their own individual small
computers that contain exceptional computing power, such as laptops, personal digital
assistants (PDAs), tablet personal computers (PCs), cell phones, and e-book readers. This
large amount of computing power and portability, combined with the wireless
communication and context sensitivity tools, makes one-to-one computing a learning tool of
great potential in both traditional classrooms and outdoor informal learning.
With regard to access to computers, large-scale one-to-one computing programs have been
implemented in many countries globally (Bebell and O'Dwyer, 2010, Fleischer, 2012, Zucker
and Light, 2009), such that elementary- and middle-school students and their teachers have
their own mobile devices. In addition, in terms of promoting innovation in education via
information technology, not only does mobile computing support traditional lecture-style
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European Journal of Business &
Socqial Sciences
Available at https://ejbss.org/
ISSN: 2235-767X
Volume 07 Issue 04
April 2019
Available online: https://ejbss.org/ P a g e | 2183
teaching, but through convenient information gathering and sharing it can also promote
innovative teaching methods such as cooperative learning (Lan et al., 2007, Roschelle et al.,
2010), exploratory learning outside the classroom (Liu, Lin, Tsai, & Paas, 2012), and game- based learning (Klopfer, Sheldon, Perry, & Chen, 2012). Therefore, mobile technologies have
great potential for facilitating more innovative educational methods. Simultaneously, these
patterns in educational methods will likely not only help subject content learning, but may
also facilitate the development of communication, problem-solving, creativity, and other
high-level skills among students (Warschauer, 2007).
However, despite the proposed advantages of using mobile computing devices for increasing
computer accessibility, diverse teaching styles, and academic performance, currently
researchers found mixed results regarding the effects of mobile-devices (e.g., Warschauer,
Zheng, Niiya, Cotten, & Farkas, 2014), and very few studies have addressed how best to use
mobile devices, and the effectiveness of doing so.
1.2. Review of the research into integrating mobile devices with teaching and
learning
There are seven studies which reviewed the research into integrating mobile devices with
teaching and learning and can be divided into two types according to the devices they focused
on: (1) those focused on how laptops are used in schools and (2) those focused on the
applications of various types of mobile device in education (see Appendix A).
Regarding the review of laptop-based programs, Zucker and Light (2009)believed that school
programs integrating laptops into schools have a positive impact on student learning.
However, they also believed that laptop use did not achieve the goals of increasing higher- level thinking and transformation of classroom teaching methods. Penuel (2006) reviewed 30
studies that examined the usage of laptops with wireless connectivity in one-to-one computer
programs. Those studies found that students most often used the laptops to do homework,
take notes, and finish assignments. General-purpose software such as word processors, web
browsers, and presentation software were relatively common. Bebell and O'Dwyer
(2010) examined four different empirical studies of laptop programs in schools. They
discovered that in most schools participating in one-to-one programs there were significant
increases in grade-point averages or standardized tests of student achievement, relative to
schools that did not provide such programs. In addition, they found that most students used
their laptops to write, browse the Internet, make presentations, do homework, or take tests.
Furthermore, teachers made more changes to their teaching methods when they had increased
opportunities to use laptops. Students participating in one-to-one programs also had a deeper
engagement with what they were learning when compared to control groups.
Fleischer (2012) conducted a narrative research review of 18 different empirical studies on
the usage of laptops. These studies found a large range in the number of hours that students
used laptops, from a few days to as little as 1 h per week. The most frequently used computer
functions were searches, followed by expression and communication. In most studies it was
found that students had a positive attitude toward laptops, and felt that they were more
motivated and engaged in their learning, and it was further believed that teachers conducted
more student-centered learning activities. Moreover, considerable differences in classroom
educational practices arose from the diversity of teachers' beliefs about the usefulness of
laptops. Fleischer (2012)also found several challenges regarding the use of laptops in
classrooms, such as encouraging teachers to change their previous beliefs and teaching
methods (e.g., teacher-centered lectures) in response to their students' greater flexibility and
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European Journal of Business &
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ISSN: 2235-767X
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April 2019
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autonomy; how to reconcile the conflict between the students' desire for independent study
and the need for teachers' guidance; and how to facilitate teachers' competence by designing
an appropriate curriculum and teaching models for laptop usage programs.
With respect to the research on the use of mobile technology in education, Hwang and Tsai
(2011) provided a broad discussion of studies on mobile and ubiquitous learning published in
six journals between 2001 and 2010. In their review of 154 articles, they discovered that the
use of mobile and ubiquitous learning accelerated markedly during 2008; researchers mostly
studied students of higher education, and the fields most often researched were language arts,
engineering, and computer technology. Frohberg, Goth, and Schwabe (2009) categorized 102
mobile-learning projects, and discovered that most mobile-learning activities occurred across
different settings, and took place within a physical context and an official environment, such
as a classroom or workplace. Regarding the pedagogical roles that mobile devices play in
education, most research has used mobile devices primarily as a sort of reinforcement tool to
stimulate motivation and strengthen engagement, and secondarily as a content-delivery tool.
Few projects have used mobile devices to assist with constructive thinking or reflection.
Furthermore, most learning activities using mobile devices have been controlled by the
teacher, with there being only a handful of learner-centered projects in existence. Concerning
the communication functions, very few projects have made any use of cooperative or team
communication. Moreover, the vast majority of studies have made use of novice participants;
little research has involved experienced participants. When sorted according to educational
goals,
1.3. Purposes of this study
While analyzing the overall effectiveness of using mobile devices in education, the review
research described above has two major limitations. First, all of the reviews adopted a
qualitative approach, which may be able to describe and summarize how related studies were
conducted and the problems encountered during their execution, but this makes it difficult to
evaluate the effects actually produced by the mobile devices in general and the specific
moderator variables. Second, much of the previous review research has focused on the usage
of laptop computers as the subject of their investigation (e.g., Penuel, 2006), and most of the
research participants in those reviewed articles were in primary and secondary schools.
However, the many new developments in mobile hardware have meant that diverse age
groups now use different devices. Therefore, many different moderators need to be accounted
for when attempting to determine whether or not intervening variables have an effect.
In the context of this background, the primary goal of this study was to perform a meta- analysis and research synthesis of the research on the usage of mobile devices in education
published in the last 2 decades. Specifically, the purposes of this study were as follows:
1.To provide an overview of the status of the use of mobile devices in educational
experimental studies, including who is using them, which domain subjects are being taught,
what kinds of mobile device and software are being used, where such programs take place,
how the devices are used in teaching, and the duration of the interventions.
2. To quantify the overall effectiveness of integrating mobile technologies into education on
student learning achievement.
3. To determine how the moderator variables influence the effects of mobile devices on
learning achievement.
