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dc.contributor.authorGarzón, Juan
dc.contributor.authorLampropoulos, Georgios
dc.contributor.authorBurgos, Daniel
dc.date2023
dc.date.accessioned2024-02-19T16:05:36Z
dc.date.available2024-02-19T16:05:36Z
dc.identifier.citationGarzón, J., Lampropoulos, G., Burgos, D. (2023). Mobile English Learning: A Meta-analysis. In: González-González, C.S., et al. Learning Technologies and Systems. ICWL SETE 2022 2022. Lecture Notes in Computer Science, vol 13869. Springer, Cham. https://doi.org/10.1007/978-3-031-33023-0_22es_ES
dc.identifier.issn0302-9743
dc.identifier.urihttps://reunir.unir.net/handle/123456789/16099
dc.description.abstractThe advantages of mobile learning (m-learning) in English education have been widely described in previous research; however, there is little evidence of its effects on student outcomes. To fill this research gap, we conducted a meta-analysis of 54 empirical studies to measure its impact on student achievement. In addition, we estimated the moderating effects of the pedagogical approach, the learning environment, the education level, the control treatment, and the mobile device. The results indicate that m-learning has a large impact on students’ achievement. This effect is influenced by the pedagogical approach, the education level, and the control treatment, but not by the learning environment or the mobile device. Finally, we explain the nature of these results in light of learning theories.es_ES
dc.language.isoenges_ES
dc.publisherLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)es_ES
dc.relation.urihttps://link.springer.com/chapter/10.1007/978-3-031-33023-0_22es_ES
dc.rightsrestrictedAccesses_ES
dc.subjectEnglish Learninges_ES
dc.subjectESLes_ES
dc.subjectmeta-analysises_ES
dc.subjectmobile learninges_ES
dc.subjectScopus(2)es_ES
dc.titleMobile English Learning: A Meta-analysises_ES
dc.typeconferenceObjectes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.1007/978-3-031-33023-0_22


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