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mLearning Versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy

The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student’s use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in fou...

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Detalles Bibliográficos
Autores principales: DiCarlo, Cynthia F., Deris, Aaron R., Deris, Thomas P.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8188947/
https://www.ncbi.nlm.nih.gov/pubmed/34127900
http://dx.doi.org/10.1007/s10864-021-09442-5
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author DiCarlo, Cynthia F.
Deris, Aaron R.
Deris, Thomas P.
author_facet DiCarlo, Cynthia F.
Deris, Aaron R.
Deris, Thomas P.
author_sort DiCarlo, Cynthia F.
collection PubMed
description The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student’s use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed; two children were observed to be more on-task during the mLearning practice, and two children were observed to perform similarly across both conditions. Additionally, two children performed similarly on correctly completed problems across both conditions, and two children performed better using paper and pencil practice. All students completed more math problems during the paper and pencil practice.
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spelling pubmed-81889472021-06-10 mLearning Versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy DiCarlo, Cynthia F. Deris, Aaron R. Deris, Thomas P. J Behav Educ Original Paper The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student’s use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed; two children were observed to be more on-task during the mLearning practice, and two children were observed to perform similarly across both conditions. Additionally, two children performed similarly on correctly completed problems across both conditions, and two children performed better using paper and pencil practice. All students completed more math problems during the paper and pencil practice. Springer US 2021-06-09 2023 /pmc/articles/PMC8188947/ /pubmed/34127900 http://dx.doi.org/10.1007/s10864-021-09442-5 Text en © This is a U.S. government work and not under copyright protection in the U.S.; foreign copyright protection may apply 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Paper
DiCarlo, Cynthia F.
Deris, Aaron R.
Deris, Thomas P.
mLearning Versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy
title mLearning Versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy
title_full mLearning Versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy
title_fullStr mLearning Versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy
title_full_unstemmed mLearning Versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy
title_short mLearning Versus Paper and Pencil Practice for Telling Time: Impact for Attention and Accuracy
title_sort mlearning versus paper and pencil practice for telling time: impact for attention and accuracy
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8188947/
https://www.ncbi.nlm.nih.gov/pubmed/34127900
http://dx.doi.org/10.1007/s10864-021-09442-5
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