移动应用程序在学习中的应用:学习领域的新革命

The Application of Mobile Apps in Learning: A New Revolution in Learning

移动设备及移动应用程序正在学习领域进行着一场革命,它使传统课堂变得更有互动性和参与性,使教育者的教学可以不受时间地点的限制,使学生在课后或者在课堂以外的时间能够继续学习。纵观国内外用于学习的移动应用程序,尽管在可利用性、内容的科学性和可操作性方面有所不同,但在技术型支架、位置感知功能、视觉/音频表现、数字化知识建构、数字知识共享以及差异化角色等方面存在设计共性。许多研究通过测量学生的各类学习成果来评估移动应用程序的设计,范围从科学加工技能到知识的建构和综合,最常见的测量结果是学生的基本科学知识或概念理解。未来有必要将测量多样化,从而涵盖学生的高水平认知成果、认知负荷和技能型成果。对移动应用程序的研究还发现,移动应用程序可能因发生多任务处理现象而妨碍学习。因此为了更好地将理论与实践相结合,未来需要在教学原则和移动应用程序设计之间建立更明确的联系。

Mobile devices and mobile apps are leading a revolution in the domain of learning, which makestraditional lessons more interactive and engaging, enables educators to teach without being restricted by time and place,and makes it possible for students to continue learning after class or outside the classroom. If we make a general survey ofmobile apps used for learning at home and abroad, the similarities in aspects of technology-based scaffolding,location-aware functionality, visual or audio representations, digital knowledge-construction tools, digitalknowledge-sharing mechanisms, differentiated roles and so on can be found in spite of differences in availability, sciencecontent, and interoperability. A large number of studies evaluate the design of mobile apps by measuring students＇ learning outcomes, ranging from scientific processing skills to knowledge construction and synthesis, and the most common result of measurement is the basic scientific knowledge or conceptual understanding of students. In the future, itis necessary to diversify the measurement so as to cover students＇ high-level cognitive outcomes, cognitive load andskill-based outcomes. In addition, researches on mobile apps have also found that mobile apps may hinder learning due tomultitasking. Therefore, in order to better combine the theory and practice, the researchers need to establish clearerrelation between the instructional principles and their design features of mobile applications in the future.