Using mobile phones in education
Using mobile phones in education
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在教育中使用手机
DOI：
10.1109/wmte.2004.1281326
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
C. Houser
中科院分区：
文献类型：
--
作者：
P. Thornton;C. Houser
我们介绍了移动学习方面的三个项目。首先，我们对333名日本大学生使用移动设备的情况进行了调查。100%的学生表示拥有手机。99%的学生用手机发送电子邮件，每周大约收发200封邮件。66%的学生就课程相关内容给同学发邮件；44%的学生为学习而发邮件。相比之下，只有43%的学生用个人电脑发邮件，且平均每周仅收发2封邮件。只有20%的学生使用过个人数字助理（PDA）。其次，我们定时将100字的英语词汇课程通过电子邮件发送到44名日本大学生的手机上，希望能促进他们定期学习。与被要求定期在纸质材料或网络上学习相同内容的学生相比，接收手机邮件学习的学生学到的更多（p<0.05）。71%的受试者更喜欢在手机上而不是在个人电脑上接收这些课程。93%的人认为这是一种有价值的教学方法。第三，我们创建了一个解释英语习语的网站。学生制作的动画展示了每个习语的字面意思；一个视频展示了其习语含义。文字材料包括解释、脚本和测试题。31名大二学生使用具有视频功能的手机对该网站进行了评估，发现几乎没有技术困难，并对其教育效果给予了高度评价。
We present three projects in mobile learning. First, we polled 333 Japanese university students regarding their use of mobile devices. 100% reported owning a mobile phone. 99% send email on their mobile phones, exchanging some 200 email messages each week. 66% email peers about classes; 44% email for studying. In contrast, only 43% email on PCs, exchanging an average of only 2 messages per week. Only 20% had used a PDA. Second, we emailed 100-word English vocabulary lessons at timed intervals to the mobile phones of 44 Japanese university students, hoping to promote regular study. Compared with students urged to regularly study identical materials on paper or Web, students receiving mobile email learned more (p<0.05). 71% of the subjects preferred receiving these lessons on mobile phones rather than PCs. 93% felt this a valuable teaching method. Third, we created a Web site explaining English idioms. Student-produced animation shows each idiom's literal meaning; a video shows the idiomatic meaning. Textual materials include an explanation, script, and quiz. 31 college sophomores evaluated the site using video-capable mobile phones, finding few technical difficulties, and rating highly its educational effectiveness.