The effects of a goal-framing and need-supportive app on undergraduates' intentions, effort, and achievement in mobile science learning.
Lucas M. JenoUlrich DettweilerJohn-Arvid GrytnesPublished in: Comput. Educ. (2020)
Keyphrases
- science learning
- mobile applications
- science education
- student learning
- elementary school
- pilot study
- digital educational games
- grade students
- mobile devices
- high school students
- student achievement
- middle school
- m learning
- mobile phone
- concept mapping
- mobile learning
- science instruction
- collaborative inquiry
- technology enhanced
- context aware
- learning environment
- social networks
- domain knowledge
- mobile apps