Abstract
With the advancement in the use of mobile technology has attracted many educators and researchers to develop mobile science inquiry-based learning activities for educational purposes. In school science education literature, many applications are designed and evaluated using various evaluating frameworks. These evaluations are based on either one or more of the following attributes; technological usability, inquiry skills, learners’ performance, learners’ perceptions about the applications, learners’ cognitive load and the longer impact of an application. However, none of these frameworks cover all of these attributes in a single framework. Thus, this paper addresses this issue by conducting a comprehensive literature review about the current state of the use of mobile science inquiry evaluation frameworks. Consequently, a proposed framework, MSI (Mobile Science Inquiry) evaluating framework is presented in this paper.
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Ahmed, S. (2014). A Proposed Evaluation Framework from Mobile Inquiry-Based Learning Activities in Science Education. In: Kalz, M., Bayyurt, Y., Specht, M. (eds) Mobile as a Mainstream – Towards Future Challenges in Mobile Learning. mLearn 2014. Communications in Computer and Information Science, vol 479. Springer, Cham. https://doi.org/10.1007/978-3-319-13416-1_12
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DOI: https://doi.org/10.1007/978-3-319-13416-1_12
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