Effects of Social Constructivist Mobile Learning Environments on Knowledge Acquisition: A Meta-Analysis

Effects of Social Constructivist Mobile Learning Environments on Knowledge Acquisition: A Meta-Analysis

mobile learning

instructional approaches

pedagogical activities

social constructivism

collaborative learning

blended learning

meta-analysis

This meta-analysis has two aims: a) to address the main effects of social constructivist mobile learning environments on learners’ knowledge acquisition and their academic achievements b) to address potential factors regarding design principles and instructional methods for successful social constructivist mobile environments in a blended learning context. We selected 24 articles that meet the inclusion criteria: empirical studies implementing mobile learning in a blended environment using social constructivism approach. The selected studies are not identical in terms of instructional strategies, tools and devices, period and student’s expertise level. These factors lead to variations in the magnitude of the effect sizes. The review reveals that there is a positive effect of mobile learning on the knowledge acquisition, learners’ achievements, attitudes and motivation despite the high cognitive load. This is shown through the combined effect size. A last remarkable finding related to retention is that students in such environments fulfill their academic tests, but remember less the acquired knowledge after a retention period.

Filali Marzouki, Ouiame

Khalidi Idrissi, Mohammed

Bennani, Samir

International Journal of Interactive Mobile Technologies (iJIM); Vol. 11 No. 1 (2017); pp. 18-39

1865-7923

International Association of Online Engineering (IAOE), Vienna, Austria

2017-01-31

Copyright (c) 2017 Ouiame Filali Marzouki, Mohammed Khalidi Idrissi, Samir Bennani

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eng

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info:eu-repo/semantics/publishedVersion

Peer-reviewed Article