CRITICAL REVIEW

ISI Journal:

Journal Title: The effects of integrating mobile devices with teaching and learning on
student’s learning performance: A meta-analysis and research synthesis
Researchers: Yao-Ting Sung, Kuo-En Chang, Tzu-Chien Liu

1.0 Introduction

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. Most people carry
their own individual small computers that contain exceptional computing power. In this article,
the researchers analyses 110 journal articles that has been published during the period of 1993-
2013.

2.0 Research Question

This study is carried to find out the status of the use of mobile devices in educational
experimental studies and to quantify overall effectiveness of integrating mobile technologies into
education on student learning achievement. Also, this study put emphasise on the advantages and
disadvantages of mobile learning.

3.0 Methodology

The authors searched journal articles published during the period of 1993-2013 electronically
and manually. This search yields 4121 abstracts. The authors the analyse the abstract to
determine whether the abstract relevant to their study. Studies that screened were eligible for
meta-analysis only if the abstracts contain the three criteria; the application of the mobile devices
was the key variable of the study, sufficient information was presented to calculate the effect
sizes, experimental result was presented with learning achievement as a major dependant
variable.

4.0 Findings

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From the analysis, it is found that learning with mobiles is more effective than traditional
teaching methods. Mobile learning was able to facilitate students’ affective learning outcomes. It
is because mobile learning integrates more diverse type of teaching/learning strategies and
involved more different learning scenarios in different situations.

5.0 Conclusion

Overall, the effect of using mobile devices in education is better than when using desktop
computers or not using mobile devices as an intervention. When using mobile devices, its usage
in inquiry-oriented learning was more effective than usage along with lecturers, self-directed
study, cooperative learning; informal educational environments were more effective than their
formal counterparts.

6.0 Critical Review

This study is good example of how important to integrate mobile devices into teaching
and learning. Although, this study shows usage of mobile devices in teaching and learning as
generally, there is study that supports this article. Avraamidou (2008) list out prospects of using
mobile technology in science education. According to her, mobile technology act as tools for
thinking, that are used to promote collaboration, expression of ideas and discourse among
students, tools for modelling cause and effect relationships, tools that scaffold complex
investigations, and tools that enable students to visualize complex scientific phenomena. Such
tools are today encompassed in mobile devices suggesting the need for a reconceptualization of
learning through the lens of what is commonly used to mean learning on the move, termed as
mobile learning. Huffling (2014) also states that using mobile devices increases students’
motivation level.

In this article it is mentioned that very few studies have addressed how best to use mobile
devices, and the effectiveness of doing so. Since schools in different places have their own
regulation in allowing use of mobile devices, it cannot be concluded that all mobile devices can
be integrated into teaching and learning practices. Use of mobile devices also does not achieve
the goal of increasing higher-level thinking and transformation of classrooms teaching method.
This can be proved from studies conducted by Penuel (2006). He found that students use mobile

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devices, mainly laptop to do homework, take notes, and finish assignments. None of this
activities promote development of higher order thinking.

As this article does not mention about where the sample taken from, it can be assumed
that this study does not suitable to represent sample population from place where access to
mobile device is restricted. More study need to be conducted in third world countries to
determine the effect of mobile learning in teaching and learning.

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REFERENCE

Avraamidou. L. (2008). Prospects for the use of mobile technologies in science education.
AACE Journal. Page 347-365.

Huffling, L.D (2014).Using mobile devices in field science. The Science Teacher, 81(7), 35-40.

Penuel. R. (2006).Implementation and Effects of One-to-One Computing Initiatives: A Research

Synthesis. International Society for Technology in Education (ISTE) US & Canada.