Mobile learning vs. traditional classroom lessons: A comparative study

Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game includes multiple interaction forms and combined augmented reality (AR) mini-games with non-AR mini-games. The traditional classroom lesson had the same learning content as the iPhone game. Thirty-eight children participated in the study. The analyses showed that the children made significant learning gains about the water cycle, regardless of the method used. Even though the results showed that the iPhone method achieved higher knowledge results than the traditional classroom lesson, no statistically significant differences were found between the iPhone and the classroom lesson. When analysing the motivational outcomes, the results showed that the children found the iPhone game to be more satisfying than the classroom lessons. Since the iPhone game achieved similar learning results and a higher motivational effect than the classroom lesson, this suggests that games of this kind could be used as a tool in primary schools to reinforce students lessons.This work was funded by the Spanish Government, APRENDRA project (TIN2009-14319-C02). We would like to thank the following for their contributions: Noemi Rando, Encarna Torres, Sonia, Severino Gonzalez, M. Jose Vicent, Patricia Liminana, Tamara Aguilar, Alfonso Lopez, Yolanda Martinez, Enrique Daunis, M. Jose Martinez, and Eloy Hurtado for their help. The Engeba school of Valencia (Spain). The children who participated in the study.Furió Ferri, D.; Juan, M.; Segui, I.; Vivó Hernando, RA. (2015). Mobile learning vs. traditional classroom lessons: A comparative study. Journal of Computer Assisted Learning. 31(3):189-201. doi:10.1111/jcal.12071S18920131