Effects of Self-Regulatory Status and Practice Type on Student Performance in the Mobile Learning Environment

Abstract

The next generation of computer-based learning environments has arrived. This generation of technology is characterized by mobile and portable devices such as smartphones and tablet computers with wireless broadband access. With these devices comes the promise of extending the online learning revolution. The purpose of this study was to investigate the effects of three levels of practice type (assessment aligned, reflective, none), and two levels of self-regulatory status (high and low) on student performance within the context of mobile instruction. Results indicated that the inclusion of practice activities in mobile instruction has a positive effect on student performance. Study participants who received either assessment aligned or reflective practice significantly outperformed participants who did not receive practice. The results indicated that self-regulatory status does not have a significant effect on performance in mobile instruction. Further, the study results also indicated that the inclusion of practice activities in mobile instruction have a positive effect on student attitude. Through the systematic consideration of a specific element of instruction, while considering the affective elements of self-regulation, this study began the process of building the framework for the effective design and implementation of mobile learning.