This study examined how students' adoption of mobile learning is affected by their university's approach, whether it uses bring-your-own-device (BYOD) or prescribes technology. The study provided students loaned tablets to use for learning activities and found that students used both their personal and loaned devices simultaneously and complementarily. While most students did not think they learned new skills, many commented that the prescribed device improved their typing speed, multi-tasking, productivity and time management. The study concluded that guidance on device use and ensuring technology is fit for learning tasks can help leverage mobile learning, regardless of the institutional approach.

1. CRICOS 00111D
TOID 3069
Enhancers and challenges to
impactful mobile learning
David Reid @northeastkiwi Dr Katya Pechenkina @katya_pechenk
Lecturer, Advertising Research Fellow
FBL LTU, Office of Senior DVC & Provost
Presented at Transforming Learning Conference
Swinburne University of Technology
13-14 September 2016
Melbourne Australia
http://transformconference.com/ #SwinTLC

2. Outline
Definitions & questions
Context
This Study: Goals
This Study: Methods
Findings
M-learning adoption: Considerations

3. Definitions & Questions
Mobile learning (or m-learning): a variety of mobile
technology-enabled learning practices
Student m-learning adoption is influenced by a
range of factors, intrinsic and extrinsic
Device ownership is not uniform
BYOD (‘Bring-Your-Own-Device’) and prescribed
technology are main institutional policies aiming to
leverage mobile devices for learning
Does m-learning approach influence student
adoption?

4. Context
M-learning has capacity to give students better
control over learning, help them personalise their
learning based on their needs, interests and
locations and enable collaboration, peer review,
feedback and authentic assessment among other
teaching and learning activities (Jones, Scanlon, &
Clough, 2013)
Students’ m-learning adoption affected by a range
of factors: perception of usefulness, prior
experiences with technology, relevance to learning
goals, even future job prospects (Park et al., 2012)
Device ownership is not uniform

5. This study: Goals
Does a university’s preferred m-learning approach
affect students’ adoption?
– How do students perceive access to learning material,
study experience, engagement, and collaboration, with
and without prescribed technology?
– Do students’ perceptions of the above change when they
have access to a loaned mobile device?
Learning Transformations Unit supported
BYOD/prescribed m-learning trial (seed grant) with
FBL Advertising students, 2014-2015

6. This study: Methods
Students were loaned a Samsung Galaxy
Tablet for the duration of the trial to use for
learning activities as directed by lecturer
Learning activities: using mobile apps, digital
assessments (quizzes) & online group work
Online survey (N=22) and 4 in-depth interviews
Questions gauged students’ m-learning
experiences, their device preferences and
perceived benefits and drawbacks

7. Findings
Survey participants: half of sample aged 18-
20 and half 21-29; gender balance (50/50);
half majored in Advertising, the rest split
between Marketing, Media Studies and PR
86% owned at least one personal mobile
device, used in some capacity for learning
Interviewees: chosen from the survey
sample based on technology use
preferences

8. Findings (continued)
Students used all available devices (owned or loaned)
simultaneously, in a way that does not duplicate but
supplements learning activities
Use of mobile technologies shaped by immediate needs
and habits
Learning task at hand determines which device will be
used to perform the task
Time needed to familiarise oneself with a new device
(“learning curve”) – factors in the device choosing
process
Brand/OS loyalty and preferences determined device
choice

9. Findings (continued)
77% did not think they learnt new skills
However, many commented on the usefulness of
having a prescribed device in performing learning
tasks: improvement in typing speed, multi-tasking,
productivity & time management efficiency
Another benefit was in the guided use of mobile apps
and social media
Students saw the process of becoming confident
users of various devices as beneficial to their
employability

10. Findings (continued)
82% agreed guided use of mobile devices
for learning (regardless of device) helped
better integrate knowledge from the unit
86% believed that using a mobile device for
learning enhanced their experience in the
unit
Students valued: curated resources, quick
access to online materials, the ability to learn
using multiple devices

11. M-learning adoption considerations
Key considerations: Technology user preferences,
guidance/structure and how fit-for-purpose a device is
Students tended to use personal and loaned devices
simultaneously and in a complementary manner rather
than choosing to use one device for all learning activities
In regards to the loaned Tablets, students found using the
device improved their digital literacy skills such as typing
and reading speed and facilitated better multi-tasking and
productivity
These considerations can help academics fully leverage
mobile learning technology in the classroom, regardless
of whether it is BYOD or a prescribed device

12. Thank you
Full paper based on this presentation is forthcoming in the
proceedings of the mLearn 2016 conference
Interested in collaboration or networking? Find us on social
media and academic platforms:
@katya_pechenk
swinburne.academia.edu/KatyaPechenkina
www.researchgate.net/profile/Ekaterina_Pechenkina2