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Impact of Mobile Communication Technology on High School Education: Motivation, Pressure, and Learning

This study investigates how mobile communication technology affects vocational high school students' motivation and learning performance. By analyzing the use of instant messaging, email, and online forums, the research identifies the impact of these tools on student pressure and motivation. Key findings reveal that mobile communication can enhance motivation without increasing pressure, although the effectiveness varies across different media. The study emphasizes the importance of understanding how these technologies facilitate learning and improve communication in educational settings.

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Impact of Mobile Communication Technology on High School Education: Motivation, Pressure, and Learning

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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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