Abstract
This study focuses on learning about fish biodiversity via mobile devices in a situated learning scenario. Mobile devices do not only facilitate relating the presented information to the real world in a direct way; they also allow the provision of dynamic representations on demand. This study asks whether mobile devices are suited to support knowledge acquisition in a situated learning scenario and whether providing dynamic content is an additional benefit of mobile devices in combination with a real-world experience. The study was conducted during a regular university course at the Mediterranean Sea. Students had to acquire knowledge on 18 Mediterranean fish species by using either static (n = 16) or dynamic learning materials (n = 17). An initial classroom activity was followed by a real-world experience with mobile devices (snorkelling activity). Learning outcomes were measured before and after snorkelling. A 2×2 mixed ANOVA revealed that students performed better after than before the mobile learning experience, whereas no main effect for learning material could be found. However, an interaction between both factors indicated that the knowledge gain in the dynamic group exceeded the knowledge gain in the static group. These results indicate that mobile devices are helpful to unfold the potential of dynamic visualisations for learning biodiversity in a situated learning scenario.Keywords: dynamic visualisations; mobile learning; situated learning; biodiversityDOI: 10.1080/09687760903247666
Highlights
Mobile learning (m-learning) has been shown to improve learning and motivation of students compared to more traditional learning methods (Chen et al 2004; Liu et al 2007) and to be suited to putting situated learning into practice (Naismith et al 2006)
Bransford et al 1987; Falk and Dierking 2000). One reason for this finding might be that mobile devices are regarded as highly motivating in general (Jones, Issroff, and Scanlon 2007)
In the current study mobile devices were integrated in a situated learning scenario, whereby different visualisation formats were made available through them
Summary
Mobile learning (m-learning) has been shown to improve learning and motivation of students compared to more traditional learning methods (Chen et al 2004; Liu et al 2007) and to be suited to putting situated learning into practice (Naismith et al 2006). Learning about biodiversity traditionally takes place outside the classroom, where static visualisations of different species can be looked up in comprehensive field guidebooks that are intended to help students to classify an. To test this assumption, the current study was conducted during a regular university field course for biology students. The current study was conducted during a regular university field course for biology students It was investigated whether the unique possibility of mobile devices, namely, offering dynamic learning material, would enhance learning in a situated scenario, where learners were required to identify fish species while snorkelling. It addressed the practicalities of using mobile devices in this type of context
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
