Here and now mobile learning: An experimental study on the use of mobile technology

• There was a positive significant difference between the CBI and the iPad/iPod group.
• The iPad and iPod users were higher attitudes compared to the CBI treatment.
• The CBI treatment scored higher on the posttest compared to the iPad/iPod treatments.
• The study results indicated that the students enjoyed the authentic learning environment.
• This study has implications for those designing and implementing mobile instruction.

Mobile technology opens the door for a new kind of learning called here and now learning that occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning. The purpose of this study was to investigate the effects of here and now mobile learning on student achievement and attitude. The research questions addressed were (1) Does “Here and Now” mobile learning significantly improve student achievement when compared with Computer based Instruction? (2) Does “Here and Now” mobile learning significantly improve student attitude when compared with Computer based Instruction? (3) Are there differences in student achievement and attitudes when “Here and Now” mobile learning is delivered using a tablet versus ipod? 109 undergraduate students enrolled in preservice instructional design and instructional technology courses at a regional southeastern university participated in the study. Participants took a pretest at the beginning of the study, and then were assigned to one of the versions of an art lesson (CBI version and iPad/iPod version) which were developed using Lectora Inspire incorporating information on five different paintings in the education building. After the lesson, they completed the posttest and an attitude survey. ANOVA was conducted on data obtained from the achievement posttest and on the attitude survey results for the Likert type items (Items 1–12). Analyses on achievement and attitude data revealed positive significant differences. The CBI treatment achieved positive posttest scores on the posttest while the iPad/iPod treatments had positive attitudes. This study has implications for those designing and implementing mobile learning.