Abstract
This study aimed to explore the relationships between students? perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning. The learning practices for mobile-assisted seamless science learning questionnaire was developed with three scales that denote learning supported by mobile technology. These scales included authentic learning, self-directed learning, and collaborative learning with information and communication technology. Associated self-efficacies promoted by mobile-assisted seamless science learning could include authentic problem-solving, creative thinking and academic self-efficacy. A sample of 312 primary school students from China responded to the mobile-assisted seamless science learning questionnaire. Confirmatory factor analyses indicated that the mobile-assisted seamless science learning questionnaire had high reliability and validity. The path analysis results analysed via a structural equation modelling technique implied that primary school students? perceived self-directed learning and authentic learning were important as positive predictors for authentic problem-solving efficacy, which may function as a partial mediation variable in the effect of students? perceptions of learning practices on the academic self-efficacy of mobile-assisted seamless science learning. The findings highlighted that learning practices (i.e. authentic learning and self-directed learning) and authentic problem-solving efficacy are both indispensable and mutually reinforcing. This can provide some insights for promoting mobile learning in science learning in the future.
Original language | English |
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Pages (from-to) | 2675-2695 |
Number of pages | 21 |
Journal | European Journal of Science Education |
Volume | 41 |
Issue number | 18 |
DOIs | |
Publication status | Published - 2019 |