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Engaging Students to Learn Physics and Mathematics through Short High Quality M-Learning Resources: Design and Implementation Recommendations

Engaging Students to Learn Physics and Mathematics through Short High Quality M-Learning Resources: Design and Implementation Recommendations

Luis Neri, Julieta Noguez, Jessica Morales Whitney, Gerardo Aguilar-Sanchez
Copyright: © 2016 |Pages: 21
ISBN13: 9781522502562|ISBN10: 1522502564|EISBN13: 9781522502579
DOI: 10.4018/978-1-5225-0256-2.ch018
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MLA

Neri, Luis, et al. "Engaging Students to Learn Physics and Mathematics through Short High Quality M-Learning Resources: Design and Implementation Recommendations." Handbook of Research on Mobile Devices and Applications in Higher Education Settings, edited by Laura Briz-Ponce, et al., IGI Global, 2016, pp. 432-452. https://doi.org/10.4018/978-1-5225-0256-2.ch018

APA

Neri, L., Noguez, J., Whitney, J. M., & Aguilar-Sanchez, G. (2016). Engaging Students to Learn Physics and Mathematics through Short High Quality M-Learning Resources: Design and Implementation Recommendations. In L. Briz-Ponce, J. Juanes-Méndez, & F. García-Peñalvo (Eds.), Handbook of Research on Mobile Devices and Applications in Higher Education Settings (pp. 432-452). IGI Global. https://doi.org/10.4018/978-1-5225-0256-2.ch018

Chicago

Neri, Luis, et al. "Engaging Students to Learn Physics and Mathematics through Short High Quality M-Learning Resources: Design and Implementation Recommendations." In Handbook of Research on Mobile Devices and Applications in Higher Education Settings, edited by Laura Briz-Ponce, Juan Antonio Juanes-Méndez, and Francisco José García-Peñalvo, 432-452. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-5225-0256-2.ch018

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Abstract

A methodology to design short high quality M-Learning resources aimed to engage students to learn Physics and Mathematics is proposed. Key characteristics to generate motivating mobile resources are identified and applied to produce educational video-capsules. Audiovisual design elements based on cognitive theory of multimedia learning are incorporated. Short videos covering central topics of Mathematics and Physics undergraduate courses that can be displayed on mobile devices are designed. A study case with first-year engineering students using the mobile resources is performed in order to assess student engagement. The results indicate that most students show a positive perception on the educational videos. A parallel study in order to evaluate the impact of the mobile educational videos on student learning is also presented. From this analysis it is suggested to incorporate the use of mobile resources as part of active learning methodologies. Some recommendations for designing mobile resources are presented, and suggestions for implementation of the resources are also provided.

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