Effects of Learning Styles and Interest on Concentration and Achievement of Students in Mobile Learning

Autor/inn/en	Li, Xiaojie; Yang, Xianmin
Titel	Effects of Learning Styles and Interest on Concentration and Achievement of Students in Mobile Learning
Quelle	In: Journal of Educational Computing Research, 54 (2016) 7, S.922-945 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633116639953
Schlagwörter	Cognitive Style; Academic Achievement; Telecommunications; Technology Uses in Education; Handheld Devices; Correlation; Regression (Statistics); Statistical Analysis; Attention; Student Interests; Foreign Countries; College Freshmen; Questionnaires; Likert Scales; Student Attitudes; Interviews; Pretests Posttests; China + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Schulleistung; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Korrelation; Regression; Regressionsanalyse; Statistische Analyse; Aufmerksamkeit; Studieninteresse; Ausland; Studienanfänger; Fragebogen; Likert-Skala; Schülerverhalten; Interviewing; Interviewtechnik
Abstract	Learning concentration deserves in-depth investigation in the field of mobile learning. Therefore, this study examined the interaction effects of learning styles and interest on the learning concentration and academic achievement of students who were asked to learn conceptual knowledge via their mobile phones in a classroom setting. A total of 92 Chinese college students majoring in education participated in the study. With the application of correlation analysis, regression analysis, and analysis of variance (i.e., one, two, and three way), four main findings were obtained: (a) Interest is significantly correlated with concentration. The same case applies to concentration and posttests as well as to immediate and delayed posttests; (b) learning styles have no significant effect both on concentration and achievement; (c) learning styles and interest do not yield interaction effects on the learning concentration of students, but interest alone significantly affects the latter; and (d) learning styles, interest, and concentration do not yield interaction effects on the academic achievement of students. Overall, these findings imply that low interest always leads to lower learning concentration. Thus, appropriate mobile learning materials should be developed and used to educate students on the basis of their respective concentration, interest, and learning styles. The implications, limitations, and future research plans are presented in this article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01