Mobile learning approaches have been shown to support a number of theories of learning, including behaviourist, constructivist, situated, collaborative and informal (Naismith et al., 2004), and pedagogical frameworks of mobile learning have summarized these activities within distinctive features, for example, personalization, authenticity and collaboration (Kearney et al., 2012). However, there is increasing evidence of their effectiveness to support and augment learning in more commonplace learning environments, for example, laboratory practical classes (Hwang & Chang, 2011). Whilst mobile learning approaches are commonly used with students working off-campus, for example, conducting fieldwork (Welsh, Mauchline, Park, Whalley, & France 2013) or in clinical settings (Lapinsky, 2007 Luanrattana, Win, Fulcher, & Iverson 2010 Clay, 2011), not all studies have found a positive effect of blended learning for example, a previous study has found that taking notes on a laptop was less effective than longhand notes (Mueller & Oppenheimer, 2014). Whilst the pedagogy of mobile learning is still emerging, there is a strong research focus on determining the impact of mobile learning approaches on student learning (Traxler, 2009 Kearney, Schuck, Burden, & Aubusson 2012). Mobile learning, a branch of e-learning which utilizes the ubiquity and flexibility of mobile devices to offer students additional learning opportunities (Pachler, Bachmair, & Cook 2010 Vinu, Sherimon, & Krishnan 2011), is increasingly being used within the higher education sector, within a blended learning context (for a review, refer to, Naismith, Sharples, Vavoula, & Lonsdale 2004). Many undergraduate students own or purchase a smart phone, tablet device or other mobile learning device to use at university. There is an increasing expectation from millennial students that their higher education experience will include use of Web-based and interactive resources (Sharpe et al., 2006), and will integrate their personal computing devices into the learning experience (Dahlstrom, Walker, & Dziuban 2013). Effective and well-designed blended learning approaches enhance student engagement, enjoyment and academic achievement (Beetham & Sharpe, 2013). Analysis of examination scores showed a statistically significant increase in performance for neuroanatomy-related questions after the introduction of tablet devices.īlended learning, the use of technology and Web-based resources to augment face-to-face teaching (Sharpe, Benfield, Roberts, & Francis 2006), has increased steadily within the higher education sector over the last decade. Students’ ownership of touch screen devices increased significantly during the trial period as did their use of devices for academic study. Results showed that students made extensive use of resources provided, considered the devices to be beneficial for learning, and found them to be easy to use with minimal support and training. The main aim of this three-year study was to gather rigorous evidence about students’ use of apps on a preconfigured tablet device in a neuroanatomy practical class, their perceptions of this and the impact of the intervention on learning outcomes, using data collected from three cohorts of students between 20. However, there are few systematic studies evaluating the impact of tablet devices on students’ learning in practical settings. Mobile learning approaches are also gaining in popularity, particularly during practical classes and clinical settings. Technology-enhanced learning is expanding rapidly because of research showing the benefits for learners in terms of engagement, convenience, attainment and enjoyment.
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