Portable technology devices such as the mobile phone offers an opportunity for students to have their own computer tool for learning and support one-to-one computer learning. This study re-evaluated the mobile phone as a portable computer tool and investigated how ninth-grade reading students could improve vocabulary building. This mobile learning study determined whether appropriately designed frontloading techniques improved comprehension and produced a significant difference between students who used mobile phones versus students in a traditional non-digitized delivery. It also examined an increase in motivation by students using mobile phones. This study used a descriptive quantitative method to determine how much, if any, the use of mobile phones improved reading vocabulary for the test group, and an exploratory qualitative method to determine whether the use of the mobile phone created a motivational interest to continue to study. Findings revealed an increase in vocabulary comprehension when ninth-grade average students used appropriately designed vocabulary frontloading techniques delivered via mobile phone. However, there was no significant difference between the treatment group that used mobile phones to study vocabulary and the control group that studied vocabulary in the traditional non-digitized method. If more time were provided for the treatment group use of the mobile phones, there might have been a difference. The treatment group's motivation increased their study of vocabulary because of using the mobile phone for learning.
|Commitee:||Berg-O'Toole, Carol, Nugent, Margaret|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 69/10, Dissertation Abstracts International|
|Subjects:||Reading instruction, Educational technology, Curriculum development|
|Keywords:||Anytime, Anywhere, Hand-helds, Handheld computer, Mobile learning, Ninth-grade, Online, Online learning, Reading|
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