The research on mobile learning in science lacks in-depth investigation of the learning process. In this paper, we describe the implementation of a mobile technology-supported science curriculum developed by design-based approach. The long-term data collection and trace of learning process enable the exploration of students’ participation and identifying potential factors in mobile learning. Employing mixed research methods, the study presents the differences of students’ engagement in mobile activity. It was found out that the participation of students in doing the mobile activities varied regarding the types of mobile tools, topics, class levels, and teacher feedback. The findings unfolded the factors affecting student activity participation behavior in mobile science learning and the problems encountered by the mobile science curriculum implementation. The results could potentially inform curriculum design and implementation supported by mobile technology, as well as support professional development of science teachers. Copyright © 2016 The Author(s).
|Journal||Research and Practice in Technology Enhanced Learning|
|Publication status||Published - Jul 2016|
CitationSun, D., & Looi, C.-K. (2016). Focusing a mobile science learning process: Difference in activity participation. Research and Practice in Technology Enhanced Learning, 12. Retrieved from http://dx.doi.org/10.1186/s41039-016-0040-6
- Mobile technology
- Science curriculum
- Activity participation