Abstract
AbstractHere and now mobile learning has the capability to engage learners anytime and anywhere and situate them in their learning context. Mobile devices provide opportunity for learners to participate in reflective activities with experts, peers or self while being situated in the learning context such as being in a museum or gallery and using mobile content to learn about exhibits. This study examined the effects of here and now mobile learning on student achievement and attitude based on different types of reflection (no reflection, self‐guided reflection and reflection with virtual expert). Students (n = 103) who were enrolled in teacher preparation courses at a public regional university in the United States participated in the here and now mobile learning intervention on art content in one of three reflection groups. The participants completed a posttest and attitude survey. One‐way ANOVAs were conducted on data obtained from the achievement pretest and posttest and on the attitude survey results for the Likert‐type items. Analysis of achievement data revealed positive significant differences on the reflection type whereas attitude data did not reveal any significant differences. The implications of the findings are discussed for those designing and implementing mobile‐based learning.
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