The effect of mobile context-aware learning on self-efficacy, self-regulation, and student achievement: The case of learning plant in English
|關鍵字:||自我調節;自我效能;行動學習;情境式學習;self-regulation;self-efficacy;mobile learning;context-aware learning|
Due to the rapid development of technology and the pervasiveness of the Internet and mobile devices, learning is no longer restricted within the physical classrooms. Contextual learning allows learners to directly immerse in the real life situations or contexts, developing lasting and meaningful learning experiences. Increasing number of researchers have developed curriculums incorporating and harnessing the use of mobile devices so as to enable students to learn through mobile situational learning styles. To achieve learning outcomes and achievements which is the objective of a learning process, factors of learner motivation, such as self-regulation and self-efficacy, become particularly important. Therefore, the main purpose of this study was to explore how students’ self-regulation and self-efficacy affect their learning outcomes in the contextual mobile learning environment. In this study, a contextual mobile learning system was developed to facilitate the process of learning plant in English. The system was trial tested with the undergraduate and graduate students. The research purposes were to explore: 1) the impact of contextual mobile learning on learners' learning effectiveness, 2) the effects of mobile learning, learners’ self-regulation and self-efficacy in English language on the learning performance, 3) the differences in learning performance between groupings of students with different levels of self-regulation and self-efficacy, and 4) students’ perceived ease of use and usability of the developed system. Forty-one undergraduate and graduate students participated in this research. The result showed that there were significant differences in the participants’ learning performance in the pre- and post-tests. In addition, the post-test results of participants with high level self-regulation were significantly higher than those with low level of self-regulation. It was also found that participants’ level of self-regulation and self-efficacy in English language could predict learning performance. Moreover, the changes of self-regulation resulted from the learning process also predicted student’s learning performance. Finally, participants considered the developed contextual mobile learning system to be useful and easy to use. According to the research results, the implications and research limitations were discussed. Recommendations were provided for future researchers and educators embarking on contextual mobile learning research.
|Appears in Collections:||Thesis|