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Pei-Luen Patrick Rau 1 , Qin Gao 1 , and Li-Mei Wu 2

Using mobile communication technology in high school education: Motivation, pressure, and learning performance. Pei-Luen Patrick Rau 1 , Qin Gao 1 , and Li-Mei Wu 2 1 Department of Industrial engineering, Tsinghua University, Beijing 100084, China

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Pei-Luen Patrick Rau 1 , Qin Gao 1 , and Li-Mei Wu 2

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  1. Using mobile communication technology in high school education: Motivation, pressure, and learning performance Pei-Luen Patrick Rau1, Qin Gao1, and Li-Mei Wu2 1Department of Industrial engineering, Tsinghua University, Beijing 100084, China 2St. Francis Xavier High School, Taoyuan, Taiwan

  2. Outline • Introduction • Literature review • Research issues • Methodology • Result analysis • Discussion • Conclusion

  3. Introduction • Two factors impacting vocational senior high school student learning • Motivation • Pressure • More and more computer technologies are integrated into classroom education to elevate student motivation and promote teaching efficiency • The objective of this study is to investigate the effects of mobile communication technology in education on instant messaging usage

  4. Motivation in learning • Intrinsic motivation vs. Extrinsic motivation • Tailored educational programs • Participation • Responsibility

  5. Media richness and social presence • Media richness • Communication performance • The four media richness factors • The ability of the medium to transmit multiple cues • Immediacy of feedback • Language variety • The personal focus of the medium • Social presence • Interpersonal relationships • Two variables • Intimacy • Immediacy

  6. CMC in education • CMC is found facilitating • Constructivism learning • Individual learning • Two factors • Information richness • System design • Impacts • Student attitude • Preference • Satisfaction towards the course • Learning outcome

  7. Mobile communication technologies in education • Bridge between formal and informal learning • The impact of using mobile communication technologies • Enhancing availability and accessibility of information networks • Engaging students • Enhancing communication • Enhancing collaborative learning • Most massaging systems were not directly for learning, but for management • Mobile communication increases interpersonal communication, mostly in an informal style

  8. Research issues • SMS, email, online forum - student pressure • SMS, email, online forum - learning motivation • SMS, email, online forum - learning performance • SMS + online forum/email - student pressure • SMS + online forum/email - learning motivation • SMS + online forum/email - learning performance

  9. Methodology – experiment 1 • Independent variable • The use of individual media in instruction process • Dependent variables • Student pressure • Learning motivation • Learning performance • Participants • SMS • Email • Online forum • Control

  10. Procedure – experiment 1

  11. Methodology - experiment 2 • Independent variable • The use of individual media in instruction process • Dependent variables • Student pressure • Learning motivation • Learning performance • Participants • SMS + Email • SMS + Online forum • Control

  12. Procedure - experiment 2

  13. Result analysis – experiment 1 • SMS • Decreased pressure • Increased motivation • Email • No significant difference • Online forum • The third quiz score was significant

  14. Result analysis – experiment 1 (cont.) remind

  15. Result analysis – experiment 2 • Learning Performance • No significant difference • Table 6 implied EMC may improve the learning performance in long term if used continuously • Learning motivation and pressure • SMS + email • Extrinsic motivation • SMS + online forum • Extrinsic motivation • Overall motivation • Perceived pressure

  16. Result analysis – experiment 2 (cont.)

  17. Discussion - experiment 1 • Using mobile and Internet communication will not increase student pressure • SMS (experiment vs. questionnaire) • No significant difference in learning performance • The time period is quite short • SMS is inadequate to deliver rich content

  18. Discussion – experiment 2 • Communication via various media seems having accumulative communication effects • “Pushed” rather than “pulled” • Students in Taiwan are more easily motivated extrinsically than intrinsically • SMS + online forum perceived more pressure • No private dialogue between instructor and each student

  19. Conclusion • Several limitations • The time period was too short • Intrinsic and extrinsic motivation were not distinguished in the first experiment • Measuring the social presence besides motivation and pressure may be more helpful • A communication medium allowing private dialogue should be preferred • Chinese students are considered very shy

  20. End of presentation Thanks for your attention!

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