INVESTIGATION OF UBIQUITOUS-PHYSICS APP WITH LEARNING GUIDED MAP TO FACILITATE PHYSICS LEARNING IN AUTHENTIC CONTEXTS

 Many studies have considered the use of mobile devices to support learning in different subjects such as English, math, and biology. However, there are not many studies which focus on facilitating physics learning with mobile device supports in authentic contexts. Taking this into account, we updated a mobile app called Ubiquitous-Physics (U-Physics) by adding a guide learning map (gMap) which helps students to explore inclined plane phenomena in authentic contexts. We aimed to investigate the effectiveness of U-Physics with gMap on students’ learning achievements and to analyze students’ perceptions based on interview results. Forty-five first-grade vocational high school students majoring in housekeeping management were participated in this quasi-experiment for seven weeks. The experimental group used U-Physics with gMap and the control group used U-Physics without gMap. Although there were no significant differences between the experimental group and the control group concerning learning achievements, we found that learning gain of both groups significantly improved. Additionally, students revealed that they enjoyed exploring and conducting physics experiments in authentic context environments such parks, playgrounds, and houses. These findings indicated that exploring and conducting physics phenomena in authentic contexts can enhance understanding of the physics phenomena and enriches experiential learning.Bahasa Indonesia Abstrak Banyak penelitian telah mempertimbangkan penggunaan perangkat seluler untuk mendukung pembelajaran dalam berbagai mata pelajaran seperti bahasa Inggris, Matematika, dan Biologi. Namun, tidak banyak penelitian yang berfokus pada memfasilitasi pembelajaran Fisika dengan dukungan perangkat seluler dalam konteks otentik. Dengan mempertimbangkan hal ini, kami memperbarui aplikasi seluler bernama Ubiquitous-Physics (U-Physics) dengan menambahkan peta pembelajaran panduan (gMap) yang membantu siswa menjelajahi fenomena bidang miring dalam konteks otentik. Kami bertujuan untuk menyelidiki efektivitas U-Physics dengan gMap pada prestasi belajar siswa dan untuk menganalisis persepsi siswa berdasarkan hasil wawancara. Empat puluh lima siswa sekolah menengah kejuruan, kelas satu, jurusan manajemen rumah tangga berpartisipasi dalam percobaan semua ini selama tujuh minggu. Kelompok eksperimen menggunakan U-Physics dengan gMap dan kelompok kontrol menggunakan U-Physics tanpa gMap. Meskipun tidak ada perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol mengenai prestasi belajar, kami menemukan bahwa perolehan pembelajaran kedua kelompok meningkat secara signifikan. Selain itu, siswa mengungkapkan bahwa mereka senang menjelajahi dan melakukan eksperimen Fisika di lingkungan konteks otentik seperti taman, taman bermain, dan rumah. Temuan ini menunjukkan bahwa mengeksplorasi dan melakukan fenomena Fisika dalam konteks otentik dapat meningkatkan pemahaman tentang fenomena Fisika dan memperkaya pembelajaran berdasarkan pengalaman.

Using Mobile Devices for Improving Learning Outcomes and Teachers’ Professionalization

Teaching in higher education is changing due to the influence of technology. More and more technological tools are replacing old teaching methods and strategies. Thus, mobile devices are being positioned as a key tool for new ways of understanding educational practices. The present paper responds to a systematic review about the benefits that mobile devices have for university students’ learning. Using inclusion and exclusion criteria in theWeb of Science and Scopus databases, 16 articles were selected to argue why Mobile learning (Mlearning) has become a modern innovative approach. The results point to an improvement in students’ learning through Mlearning, factors that encourage the use of mobile devices in universities have been identified, and e ective mobile applications in improving teaching and learning processes have been presented. The inclusion of this methodology requires a new role for teachers, whose characterization is also specified

Smartphones and Learning: An Extension of M-Learning or a Distinct Area of Inquiry

The smartphone has become an integral part of the education landscape. While there has been significant smartphone research in education under the guise of m-learning, the unique role of the device suggests that m-learning may not be an appropriate characterization. The purpose of this paper is to review the use of m-learning as a primary descriptor for smartphone-and learning-related research. In support of this goal, the paper reviews the definitions associated with m-learning, smartphones, and related technologies from the perspective of educational research. In addition, a review of author keywords of research on smartphones in education is used to provide context to the classification of the research. Finally, three theoretically guided smartphone programs are presented as evidence of the unique nature of smartphone and learning research. This review concludes with recommendations for the characterization of future research

The Development of Animation Videos Based Flipped Classroom Learning on Heat and Temperature Topics

The ability to solve physics problems is still relatively low. Students more often directly use mathematical equations without performing concept understanding analysis. Therefore, learning strategies and media are suitable for physics learning. The purpose of this research is to develop interactive animated videos combined with flipped classroom learning models. This research uses Research and Development (R and D) methods, with 4D development models. The average validation test results are 90,91%, with a good category. So, the animation physics video can use in a flipped classroom. This physics animation video makes it easier for students to learn temperature materials and their changes without being limited by space and time. These physics learning animation videos are highly interactive and can explain abstract physics concepts and integrate with flipped classrooms

Exploring user experience of digital pen and tablet technology for learning chemistry : applying an activity theory lens

Mobile learning technologies are spreading rapidly in educational institutions throughout the world. Although research findings concerning the efficacy of mobile technologies for improving student outcomes are generally promising, there are still significant gaps in the research literature, particularly data from direct observational studies. This empirical investigation focused on how students made use of tablet devices and digital pens for learning Chemistry in an undergraduate university course. Observational data in the form of videos and static images, as well as, interview responses, were the main sources of data collected for the study. Activity theory was employed as the guiding theoretical framework to analyse and interpret the data. Several themes emerged from the data analyses, including the affordances of digital pen technology for facilitating reflective thinking, flexibility, peer collaboration, emerging learning and focused learning. It was also found that the use of these mobile technologies was contextualized, dependent on individual differences, and had challenges, for example, there was limited synchronicity between the operational design of the mobile devices and natural human movement. One of the main implications of the research is that when higher education institutions consider the potential benefits and challenges associated with mobile technologies they should take account of the interactions that occur between components within a system including, students, technological devices, and emerging learning processes

Power of Near-Peers: Conceptualizing and Testing a Near-Peer Mentoring Model in Raising Youths\u27 Self-Efficacy in Computer Programming

Self-efficacy is seen as a barrier for youth, females in particular, to enter computer science (CS). In this study, I presented a near-peer mentoring model that focused on changing the mentee’s self-efficacy in CS. The present study had three objectives: (a) to design a near-peer mentoring model (i.e., a conceptual model) around the sources of information that influence self-efficacy, (b) to develop a mentor training model based on the conceptual model, and (c) to test the effectiveness of the training model in increasing mentees’ self-efficacy in the context of a summer App programming camp. The present study adopted a mixed-methods approach following a concurrent, embedded design to answer research questions. Data were collected from pre-post surveys and camper interviews. Comparison of quantitative and qualitative findings indicated that the near-peer mentoring model has a potential in increasing youth’s self-efficacy regardless of their gender. It was also found that encouragement was important for fostering self-efficacy and while they did not directly influence self-efficacy, modeling and instructive feedback enhanced campers’ learning experience, which, in turn, would boost self-efficacy. The present study also provided examples of how to train mentors to do modeling and provide instructive and encouraging feedback, which may be helpful for programs that use mentors to recruit youth to CS

The iPad as an Instructional Tool: An Examination of Teacher Implementation Experiences

At present, handheld devices and tablet computers are infiltrating public schools across the nation, the most popular model being the Apple iPad. Schools and teachers are attempting to integrate the devices and are using a variety of methods and models for implementation. The purpose of this study was to examine the implementation of the iPad as an instructional tool through the experiences of classroom teachers.A review of related literature was conducted to inform the conceptual framework, design, data collection, analysis, and synthesis components and stages of this study. Qualitative methods, including teacher-participant interviews and classroom observations, were utilized in this study and served to inform the researcher\u27s understanding of the phenomenon. The purposefully selected sample consisted of eight teacher-participants who were engaged in an iPad implementation project in their respective schools in Jobs School District. The data collected underwent several phases of coding and subsequent findings were organized to reflect the research questions and conceptual framework. The research revealed that teachers did not receive adequate support to integrate iPads in their respective content areas. As a result, teachers relied on colleagues and their students for support. The research also revealed that teacher pedagogical behaviors remained unchanged throughout the implementation period. Teachers tended to continue to focus on standardized test preparation and to rely on the same instructional methods that they utilized prior to implementing the devices. In addition, the research indicated that teachers perceived that iPads had the potential to positively impact student engagement and learning. This was based on teachers\u27 perceptions of increases related to student time-on-task and improvements in quality of work. Recommendations are offered for practicing educators, for further research, and for educational policy