Publication: Mobile technology facilitated chemistry learning in school: A systematic review from 2010 to 2019
Issued Date
2020-01-01
Resource Type
ISSN
18650937
18650929
18650929
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2-s2.0-85087274537
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Mahidol University
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SCOPUS
Bibliographic Citation
Communications in Computer and Information Science. Vol.1227 CCIS, (2020), 652-662
Suggested Citation
Sasivimol Premthaisong, Pawat Chaipidech, Patcharin Panjaburee, Sumalee Chaijaroen, Niwat Srisawasdi Mobile technology facilitated chemistry learning in school: A systematic review from 2010 to 2019. Communications in Computer and Information Science. Vol.1227 CCIS, (2020), 652-662. doi:10.1007/978-981-15-6113-9_75 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/57833
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Title
Mobile technology facilitated chemistry learning in school: A systematic review from 2010 to 2019
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Abstract
© Springer Nature Singapore Pte Ltd 2020. Over the last ten years, mobile learning issue in chemical education have been discussed around the world. However, the trend of applying mobile technology in chemical education still lack systematic analysis. In this study, a meta review of the studies published in academic journals, indexed by Scopus, from 2010 to 2019 was conducted to analyze nationalities, authors, journals, learning strategies, and research methods. The results revealed that the use of mobile technologies in chemical education have been increased in the past decade. It was also found that mostly mobile technologies have been applied in scientific experiment for chemistry learning as a learning tool. In addition, mobile learning strategies have seldom been adopted in inquiry learning, contest, and collaborative learning. In contrast, it was found that the number of studies using a system development has increased in recent years. Besides, most studies reported the process of using mobile devices in a laboratory, while students’ psychomotor domain were rarely analyzed.