Mobile Learning Help to Learners Skills and ability

Although the learners were involved in mobile learning for fairly short periods of time, some mentors reported perceived improvements in their learners’ reading, writing and maths skills. Most improvements were noted amongst those learners initially described as being ‘less able’ or having ‘very limited ability’. Some of these improvements seem to have been due to mentors, and learners themselves, not recognising existing abilities. One mentor reported that a learner ‘perceived reading to be a book based activity but he was able to read texts and information regarding the device very well perhaps his biggest barrier to reading is his self-evaluation of his reading ability, and negative educational experience.

Mobile learning can be used to encourage both independent and collaborative learning experiences

Many learners taking part enjoyed the opportunity to use the mobile devices to learn independently of a group setting for a variety of reasons.For example one mentor who worked with learners experiencing housing related difficulties noted ‘he preferred to work independently, as he felt under no pressure, and could do it all in the evenings’ and another ‘they have said it has been great being able to use materials in private. When they come into the centre it can be embarrassing because everyone can see what they are doing on the computer’. Others welcomed the opportunity to work collaboratively. For example a learner stated ‘it is good learning and helping other people’ and ‘[it is] probably better to work together with new technologies, someone to ask. It also puts some pressure on you to achieve something’.

Mobile Learning Help to Learners Identity and Support

A mentor involved in the project has been working with a homeless young adult who regularly truanted while at school and subsequently left without any qualifications. The mentor reported that as a result of participation in the m-learning project her client has not only developed a greater confidence in his current reading and writing abilities but has also been inspired to seek help to improve his mathematical skills from the local Adult Basic Education Centre. When reporting the young adult’s post-trial attitude to learning the mentor noted that ‘now he knows this is something that he really needs to work on and is now ready to do so’.

Mobile Learning Help to Combat resistance between mobile phone and ICT Literacy

A mentor working with a group of displaced young adults studying ESOL (English for Speakers of Other Languages) reported that, post-participation,a number of learners within the group who had previously avoided using PCs actively sought them out to work on tasks such as writing letters.In fact, for some learners, their computer skills and confidence in those skills were enhanced to such an extent that they felt able to offer support and assistance to their peers.

Mobile Learning Help to Reluctant Learners

The ESOL mentor felt that this aspect of traditional learning can often be the most frightening for those who have not previously engaged with learning. He suggested that, as most of the learners in his group were familiar with games machines such as PlayStations or GameBoys,they were quick to respond to using the project’s mobile devices and likened the XDA II to a ‘turboed Game Boy’. This familiarity with apparently similar technology helped to engage the learners within the class and maintained their interest levels.

Mobile learning helps learners to remain more focused for longer periods

A mentor told our researcher: ‘The group were observed to be remarkably focused and calm during the session when given the devices in contrast to their normal behaviour in the sessions. They were far more focused and gave up to two hours of time to the devices when it is normally difficult to focus them for 15 minutes.’It is possible that this effect was due to the novelty of using mobile devices and whether this is the case or not will become clearer over time.

Mobile Learning Help to Raise Self Esteem

Loaning equipment to young adults to use in their personal environments has resulted in other benefits not directly related to the learning experience.In particular, there have been reports that some of the learners were surprised and proud to be trusted with such expensive and sophisticated technology. For example, one project mentor noted: ‘He took really good care of it. He pointed out that because of his background no one else would have ever trusted him with a mobile. This has meant more to him than the actual device itself as he feels respected.’ It would seem that the mobile devices are prized highly by the young adults who have taken part.Allowing them personal responsibility for the care of the devices enables them to feel trusted and seems to help to build up their self-steem.Another boost to some learners’ self-esteem came when they realised that as experienced users of mobile phones they possessed useful skills which others perceived as important. Some of these learners became ad-hoc mentors to their peers and gained further self-esteem as a result.