Use of Meta-Analysis to Uncover the Critical Issues of Mobile Inquiry-Based Learning

Research output: Contribution to journalArticle

Abstract

Using mobile devices to support the process and products of learning activities is a trend in inquiry-based learning, which is culminating in the formation of the subfield of mobile inquiry-based learning (m-IBL). However, even though mobile devices have been widely used in IBL activities in recent years, evaluative evidence for their substantial contributions to IBL is still deficient. Therefore, this study collected and analyzed 40 peer-reviewed journal articles published during 2001 to 2017 involving 3,542 participants and further discovered that m-IBL has produced meaningful improvements for IBL with an overall mean effect size of 0.803, with a 95% confidence interval [0.61, 0.99]. In addition, moderator variables such as control group types, learning outcomes, inquiry types, teaching methods, and domain subjects were related to different effect sizes. Finally, the results of the meta-analysis were discussed along with their implications for future research and practice.

Original languageEnglish
JournalJournal of Educational Computing Research
DOIs
Publication statusAccepted/In press - 2019 Jan 1

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Keywords

  • inquiry learning
  • meta-analysis
  • mobile devices
  • mobile inquiry-based learning
  • teaching/learning strategies

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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