Using mobile phones in college classroom settings: Effects of presentation mode and interest on concentration and achievement

How to trigger and maintain the concentration of learners in their learning activities through mobile devices has become an important issue. Research on learning concentration and information presentation mode can provide new insights into the design and selection of m-learning materials and activities. This study used a quasi-experimental design to investigate the interaction effects of interest and presentation mode on the concentration and achievement of learning conceptual knowledge through mobile phones in the classroom setting. A total of 258 Chinese education majors participated in this study. Through correlation analysis, regression analysis, and ANOVA (one-way, two-way, and three-way), the three following major results were obtained: 1) significant correlations existed between interest and concentration as well as between concentration and achievement, 2) no interaction effects on concentration existed between presentation mode and interest while interest alone had a significant effect on concentration, and 3) interaction effects on learning achievement existed between presentation mode and interest as well as between concentration and presentation mode. The research findings imply that visual presentation (e.g., video) is not always the best choice for m-learning, and the factors of concentration, interest, and presentation modes must be fully taken into consideration when selecting m-learning materials. The limitations and directions for future research were also presented.