摘要
文章首先对移动学习在中小学课堂中的应用、移动学习的形式和信息设计进行了文献综述。在此基础上,又对美国圣地亚哥州立大学教育技术系开展的mGage项目进行了案例分析。研究者设计出一套详细的评价工具,从视觉吸引力、认知过程、资源质量等16个维度评估学生的WebQuest作品。结果显示,参加移动学习的实验组的得分明显高于对照组。统计分析表明,使用移动设备进行学习的实验组,除了在工具使用维度上具有明显优势外,在认知过程维度和资源质量维度的得分也胜过对照组。文章最后对研究进行了反思总结并展望了下一阶段的研究工作,以期为移动学习进入中小学课堂提供有意义的借鉴。
The paper analyzes a mobile learning project—mGage,developed by the Department of Educational Technology at San Diego State University.This paper first reviews literature related to mobile learning in K-12 classrooms,mobile learning design,and message design.Using a comprehensive rubric（with 16 dimensions）,we scored the WebQuests created by two groups of K-12 teachers,with one group participating in the mGage project.The study reveals that the mGage group scored much higher than the comparison group,in tools,cognitive processing,and the quality of resources.It seems that the two groups differ in dimensions other than participation in mobile learning.Finally,we summarize the current progress of Project mGage and identify directions for future research.
出处
《现代教育技术》
CSSCI
2011年第8期14-19,共6页
Modern Educational Technology
