Mobile Technology for Differentiated Learning and Assessment: A systematic review of empirical studies

McCartney, Kieran (2018). Mobile Technology for Differentiated Learning and Assessment: A systematic review of empirical studies. The Open University.

Abstract

Aim: The aim if the paper is to investigate Mobile Learning (M Learning) and the correlations that may exist between this pedagogy’s ability to facilitate differentiated learning and differentiated assessment. The purpose of this review is to establish if M Learning has been used to facilitate differentiated learning and differentiated assessment within education. The review addressed the key aspects of the effectiveness of M Learning by considering if M Learning can lead to greater improvements in learning when compared with traditional learning and assessment?

Methods: A systematic search strategy was conducted during July 2016 in three databases i.e. The Science Direct database, British Education Index (BEI) database and the Education Resources Information Centre (ERIC) database. Studies were deemed eligible if mobile learning was identified as a key term and formed part of an experimental or quasi-experimental design that incorporated a control group in the study. And, the study used quantitative methods to assess the relationship between m learning and improvements in learning. Use of the AMSTAR guidelines were adhered to in order to improve the systematic methodology processes established within this paper.

Conclusion: 17 of the 20 papers that met the eligibility criteria demonstrated a positive impact in relation to improving learning effectiveness. All the studies investigated afforded differentiated learning however the assessments of learning were conducted using methods that were standardised and uniform in nature and therefore not differentiated.

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