Using Mobile Phones in Education. Patricia Thornton & Chris Houser. Reporter : Jason Hsu. The 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’04). Introduction. The background of using mobile phone in Japan
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Using Mobile Phones in Education Patricia Thornton & Chris Houser Reporter : Jason Hsu The 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’04)
Introduction • The background of using mobile phone in Japan • 95% of 15-24 year old population own web-enabled mobile phones • mobile phones : PCs = 5 : 1 • Learning a foreign language • learning a new word or concept requires multiple experiences, giving repeated practice and exposure
Introduction (Cont.) • Two types of materials developed for studying English as a Foreign Language on mobile devices • Learning on the Move (LOTM) • SMS or mobile email • 2G • Vidioms • Video or 3D animation • 3G
A Survey of Japanese students' use of mobile devices • 333female Japanese university students • The questionnaire was divided into 7 sections • 99% sending email on their mobile phones, only 43% send email from PCs 200 emails 7 calls
Experiment 1 • Text Materials via Mobile Phone Email: • Learning on the Move • 44 female Japanese university students in two EFL classes • five words per week
Learning on the Move • Lessons were given via Web (pull media) and SMS (push media) • Sent three times a day • 9:00 , 12:30 , 17:00
Learning on the Move 48% 88% Mobile push media was significantly more effective than mobile pull media (p<0.05).
Learning on the Move There was no significant difference (t=0.08, n=29) in learning between the short and long messages.
Experiment 2 Video and Web Materials via Mobile Phones and PDAs: • Vidioms • 31 college students • Video or 3D animations
Vidioms (Cont.) • 21 questions using 10-point Likert scales
Conclusion • Receiving information about their classes via mobile phones is a important potential use. • Students evaluated them positively and test results showed that they were able to learn via mobile devices. • Japanese university students are not bothered by reading text on small screens.
Conclusion (Cont.) • Rich multimedia can capture students interest. • Pushing study opportunities at students via mobile email is effective in helping them acquire new vocabulary.