[1]王辞晓,董 倩,吴 峰.移动学习对学习成效影响的元分析[J].远程教育杂志,2018,(02):067-75.[doi:10.15881/j.cnki.cn33-1304/g4.2018.02.007]
 Wang Cixiao,Dong Qian,Wu Feng.A Meta-analysis of the Effects of Mobile Learning on Students’ Learning Performance[J].Distance Education Journal,2018,(02):067-75.[doi:10.15881/j.cnki.cn33-1304/g4.2018.02.007]
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移动学习对学习成效影响的元分析()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2018年02期
页码:
067-75
栏目:
学习新论
出版日期:
2018-03-23

文章信息/Info

Title:
A Meta-analysis of the Effects of Mobile Learning on Students’ Learning Performance
作者:
王辞晓; 董 倩; 吴 峰
北京大学 教育学院,北京 100871
Author(s):
Wang Cixiao; Dong Qian; Wu Feng
Graduate School of Education, Peking University, Beijing 100871
关键词:
移动学习学习成效元分析准实验教育实验
Keywords:
Mobile Learning Learning Performance Meta-analysis Quasi-experiment Educational Experiment
分类号:
G420
DOI:
10.15881/j.cnki.cn33-1304/g4.2018.02.007
文献标志码:
A
摘要:
移动设备逐渐走进正式和非正式学习之中,为探究移动学习的具体影响,许多研究者实施了关于移动学习的教育实验和准实验,但未得出一致结论。学习成效是评价移动学习效果的重要且客观指标。在近十年来的移动学习国际研究中,涉及了关于学习成效的52篇教育实验与准实验中63个效应值样本,对它们做移动学习调节变量的编码分析,以此探究移动学习总体效应和调节效应。可以发现,移动学习对学习成效的总体效应值为0.660,说明移动学习对学习成效具有中等程度的正向促进作用。移动学习对学习效果的影响存在潜在的调节变量(实验对象、实验学科、教学方法、硬件设备、软件设备、实施环境、时间跨度、使用时限),具体表现为,移动学习对小学和大学学习者具有显著正向促进作用,对英语、理工、科学、医学学科具有显著正向促进作用,自主学习、任务驱动、探究学习、合作学习、混合方法具有显著正向促进作用,而测试/评估则对学习成效有一定的负向作用。此外,移动学习的实施环境、实施时间跨度会对学习成效产生显著影响,而有无使用时限对学习成效的影响没有显著差异。
Abstract:
Recent decades, mobile devices have been gradually applied into formal and informal learning. In order to explore the specific impact of mobile learning, many researchers implemented educational experiments and quasi-experiments in mobile learning, but a consistent conclusion hasn’t been reached. Learning performance is an important and objective index to evaluate the effectiveness of mobile learning. Using meta-analysis method, 63 effect value samples in 52 educational experiments and quasi-experiments were involving learning performance in mobile leaning in the past ten years were analyzed. Overall effect and moderator effect were analyzed by coding analysis of the moderator variables. It found that the overall effect of mobile learning on learning effectiveness was 0.660, which means that mobile learning has a medium positive effect on learning effectiveness. Besides, the effect of mobile learning on learning effectiveness has potential moderator variables, such as experimental subjects, domain subjects, teaching methods, hardware, software, implementation setting, intervention duration, time limit for use etc. The results reflect that mobile learning has a significant positive effect on primary school and university students, and a significant positive effect on English, science and engineering, science, and medical science. Learning methods, such as autonomous learning, problem-based learning, inquiry learning, cooperative learning and mixed methods, have a significant positive effect on learning performance, while the computer-assisted testing/assessment has negative effect on learning performance. In addition, the implementation setting and intervention duration of mobile learning have significant positive effect on learning performance, while there is no significant difference on the effect of time limit for use.

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备注/Memo

备注/Memo:
基金项目:本文系国家社科基金教育学一般课题“互联网+新型知识生产:基于企业MOOC建设我国企业知识共享体系的战略研究”(BCA150023)的研究成果。
更新日期/Last Update: 2018-03-23