Morris, NP orcid.org/0000-0003-4448-9381, Lambe, J, Ciccone, J et al. (1 more author) (2016) Mobile technology: students perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning, 32 (5). pp. 430-442. ISSN 0266-4909
Abstract
Technology enhanced learning is expanding rapidly, due to research showing the benefits for learners in terms of engagement, convenience, attainment and enjoyment. Mobile learning approaches are also gaining in popularity, particularly during practical classes and clinical settings. However, there are few systematic studies evaluating the impact of tablet devices on students’ learning in practical settings. The main aim of this three-year study was to gather rigorous evidence about students’ use of apps on a pre-configured tablet device in a neuroanatomy practical class, their perceptions of this and the impact of the intervention on learning outcomes, using data collected from three cohorts of students between 2011 and 2013. Results showed that students made extensive use of resources provided, and considered the devices to be beneficial for learning, and found them to be easy to use with minimal support and training. Students’ ownership of touch screen devices increased significantly during the trial period as did their use of devices for academic study. Analysis of examination scores showed a statistically significant increase in performance for neuroanatomy related questions after the introduction of tablet devices.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2016 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes. |
Keywords: | mobile learning; neuroanatomy education; practical exercise; tablet device |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 22 Apr 2016 11:33 |
Last Modified: | 23 Jun 2023 22:04 |
Published Version: | http://doi.org/10.1111/jcal.12144 |
Status: | Published |
Publisher: | Wiley |
Identification Number: | 10.1111/jcal.12144 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:98958 |