The Effects of Mobile Technology on Learning Performance and Motivation in Mathematics Education

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dc.authoridPoçan, Serdal/0000-0001-6901-0889
dc.authoridYasaroglu, Cihat/0000-0002-9574-1789
dc.authorwosidPoçan, Serdal/GLS-7778-2022
dc.contributor.authorPocan, Serdal
dc.contributor.authorAltay, Bilal
dc.contributor.authorYasaroglu, Cihat
dc.date.accessioned2024-08-04T20:52:07Z
dc.date.available2024-08-04T20:52:07Z
dc.date.issued2023
dc.departmentİnönü Üniversitesien_US
dc.description.abstractDue to rapid developments, mobile technologies started to play an essential role in designing seamless learning environments. Due to the availability of mobile technologies, students can access learning materials without being bound by time and place. On the grounds that these applications allow information exchange, time and space limitations such as classrooms or school bells have been eliminated. Therefore, this study aims to assess mobile-assisted seamless learning environments' effects on students' success and motivation in the secondary school 7th grade mathematics class algebra unit and student opinions about the application. The research is designed using the descriptive pattern of mixed-method research. The sample of the study is 73 middle school students (30 male and 43 female) in Turkey. Augmented Reality (AR) applications developed in teaching algebra to support individual learning and to utilize mobile technologies, WhatsApp groups were created. Algebra Achievement Test (AAT), Mathematics Motivation Scale (MMS), and semi-structured interview forms were used as data collection tools in the research. The results of the study showed that there were statistically significant differences in favor of the experiment group in AAT and MMS scores. However, no significant difference was found between the groups in intrinsic goal orientation and test anxiety scores, which are motivation sub-dimensions. The findings obtained from AAT, MMS, and the students' opinions showed that mobile technology applications used in out-of-school learning environments positively affect the learning process.en_US
dc.identifier.doi10.1007/s10639-022-11166-6
dc.identifier.endpage712en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue1en_US
dc.identifier.pmid35814805en_US
dc.identifier.scopus2-s2.0-85133453073en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage683en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-022-11166-6
dc.identifier.urihttps://hdl.handle.net/11616/100769
dc.identifier.volume28en_US
dc.identifier.wosWOS:000821987800002en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofEducation and Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMathematics educationen_US
dc.subjectMobile technologyen_US
dc.subjectSeamless learningen_US
dc.subjectAugmented realityen_US
dc.subjectWhatsAppen_US
dc.titleThe Effects of Mobile Technology on Learning Performance and Motivation in Mathematics Educationen_US
dc.typeArticleen_US

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