mLearning versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy

Autor/inn/en	DiCarlo, Cynthia F.; Deris, Aaron R.; Deris, Thomas P.
Titel	mLearning versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy
Quelle	In: Journal of Behavioral Education, 32 (2023) 1, S.127-145 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DiCarlo, Cynthia F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-021-09442-5
Schlagwörter	Artificial Intelligence; Computer Oriented Programs; Handheld Devices; Attention; Accuracy; Time; Mathematical Concepts; Elementary School Students; Grade 3; Task Analysis; Mathematics Skills + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Computerprogramm; Aufmerksamkeit; Zeit; School year 03; 3. Schuljahr; Schuljahr 03; Aufgabenanalyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student's use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed; two children were observed to be more on-task during the mLearning practice, and two children were observed to perform similarly across both conditions. Additionally, two children performed similarly on correctly completed problems across both conditions, and two children performed better using paper and pencil practice. All students completed more math problems during the paper and pencil practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01