The Impact of Mobile Learning on Academic Achievement and Learning Experience Using a Tailor-made Mobile App


With the rapid growth of mobile technologies, mobile learning becomes more and more popular where students can learn at any time and any place using their own mobile devices. A lot of researches have proven that mobile learning is feasible with various advantages such as diversifying learning activities and synchronizing learning experience. However, its impact on academic achievement is still controversy where contradictory conclusions were made in the literature. In this study, the effectiveness of mobile learning is further investigated. A technical subject was used because previous researches suggested that technical competence is one of the key success factors of mobile learning. According to the subject materials and teaching schedule, a tailor-made mobile app was developed to assist students’ learning along with regular lecture and tutorial classes. By deploying the mobile app at different stages of teaching, a 4-year experiment was conducted where 3 cohorts of students were involved. Students’ subject results were statistically analysed by one-way ANOVA with Turkey HSD post-hoc test. Mobile learning experience was also evaluated by survey using a 5-point Likert scale questionnaire. Analysis results showed that the use of mobile app has immediate effect on improving academic performance, but the effect becomes minimal when the mobile app is used for a longer period of time. Nevertheless, the questionnaire ratings demonstrated positive mobile learning experience, such as enhanced engagement and higher motivation of learning. These significant observations provide further information on how mobile learning could be effectively incorporated with pedagogical strategies.

Author Information
Hon Sun Chiu, The Hong Kong Polytechnic University, Hong Kong

Paper Information
Conference: ACE2019
Stream: Implementation & Assessment of Innovative Technologies in Education

This paper is part of the ACE2019 Conference Proceedings (View)
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Posted by James Alexander Gordon