Usage of a mobile social learning platform with virtual badges in a primary school. (August 2015)

• Record Type: Journal Article
• Authors: Boticki, Ivica; Baksa, Jelena; Seow, Peter; Looi, Chee-Kit
• Is Part Of: Computers & education. Volume 86(2015)
• Page Start: 120
• Page End: 136
• Publication Date: 2015-08
• Subjects: Mobile learning -- Virtual badges -- Informal learning -- Collaborative learning -- Self-directed learning; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2015.02.015
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: This study presents and examines SamEx, a mobile learning system used by 305 students in formal and informal learning in a primary school in Singapore. Students use SamEx in situ to capture media such as pictures, video clips and audio recordings, comment on them, and share them with their peers. In this paper we report on the experiences of students in using the application throughout a one-year period with a focus on self-directedness, quality of contributions, and answers to contextual question prompts. We examine how the usage of tools such as SamEx predicts students' science examination results, discuss the role of badges as an extrinsic motivational tool, and explore how individual and collaborative learning emerge. Our research shows that the quantity and quality of contributions provided by the students in SamEx predict the end-year assessment score. With respect to specific system features, contextual answers given by the students and the overall likes received by students are also correlated with the end-year assessment score. Highlights: Answers given and likes received predict the total assessment score. Introduction of more collaboration software features could impact students' results. Engaging in self-directed activities helps students in their learning. Badges can motivate students to learn when teachers provide learning contexts. Intentional teacher-directed tasks stimulate students to participate.