You are not logged in.
Openly accessible

What is motivating engineering students to use 1:1 mobile devices for learning?

Firipis, Arthur, Chandrasekaran, Sivachandran, Lyons, Liam, Palmer, Stuart and Joordens, Matthew 2016, What is motivating engineering students to use 1:1 mobile devices for learning?, in AAEE 2016 : The changing role of the engineering educator for developing the future engineer : Proceedings of the 27th Australasian Association for Engineering Education Conference, Australasian Association for Engineering Education, Canberra, A.C.T., pp. 1-9.

Attached Files
Name Description MIMEType Size Downloads
firipis-whatismotivating-2016.pdf Published version application/pdf 346.04KB 3

Title What is motivating engineering students to use 1:1 mobile devices for learning?
Author(s) Firipis, Arthur
Chandrasekaran, SivachandranORCID iD for Chandrasekaran, Sivachandran orcid.org/0000-0003-2871-880X
Lyons, Liam
Palmer, StuartORCID iD for Palmer, Stuart orcid.org/0000-0002-2517-0597
Joordens, MatthewORCID iD for Joordens, Matthew orcid.org/0000-0003-2253-4428
Conference name Australasian Association for Engineering Education. Conference (27th : 2016 : Coffs Harbour, New South Wales)
Conference location Coffs Harbour, New South Wales
Conference dates 2016/12/04 - 2016/12/07
Title of proceedings AAEE 2016 : The changing role of the engineering educator for developing the future engineer : Proceedings of the 27th Australasian Association for Engineering Education Conference
Editor(s) [Unknown]
Publication date 2016
Series Australasian Association for Engineering Education Conference
Start page 1
End page 9
Total pages 9
Publisher Australasian Association for Engineering Education
Place of publication Canberra, A.C.T.
Keyword(s) 1:1 mobile devices
engineering educational research
engineering learning
Summary Context: Engineering education is embarking on a new journey, where curriculum designers are needing evidence based research to understand how the use of 1:1 mobile devices can influence student perceptions of self-directed learning, to improve curriculum engagement and to measurable assessment outcomes. Using student perceptions of learning motivation and learning intervention theory, higher order thinking skills can be encouraged in problem-based learning. Understanding what is motivating students to learn when and using 1:1 mobile devices will help curriculum designers and facilitators to engage students.

Purpose: This paper will explore survey results of a recent study, revealing how students are responding to a self-directed curriculum design where engineering students are accessing learning interventions to enhance their learning experience when using 1:1 mobile device technology.

Approach: This study approach is focusing on answering the following questions:

How do engineering students use their 1:1 mobile devices for self-directed learning?

What learning motivation perceptions do engineering students have when they are making choices about using a 1:1 mobile device for their learning?

How does using a 1:1 mobile device translate into improved learning outcomes?

How does the improved learning outcomes foster a culture of innovation?

Finding answers to these questions is important for this study to provide academic rigour identify learning motivations that may prove useful for curriculum designers who are interested in developing self-directed learning pathways. It is accepted, technology is a student directed and socially accepted variable that is proving to be an important 'value-add' to the learning spaces of higher education students.

Results: An analysis has shown that student motivation is influenced by motivation variables when curriculum interventions are used in engineering courses. The data suggests that student perceptions of learning motivations can be an important factor to influence the level of engagement when using 1:1 devices for learning. Curriculum designers and course facilitators may benefit from implementing selective interventions with the aim to encourage higher order thinking when problem solving.

Conclusions: Engineering curriculum designers will benefit from this research when considering how best to implement 1:1 mobile devices as a motivating factor for learning. Learning interventions are an important factor in influencing student perceptions of motivation to learn when using 1:1 mobile devices.
ISBN 9780994152039
Language eng
Field of Research 091503 Engineering Practice
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2016, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30091488

Document type: Conference Paper
Collections: School of Engineering
Open Access Collection
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 25 Abstract Views, 5 File Downloads  -  Detailed Statistics
Created: Mon, 05 Jun 2017, 13:37:17 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.