Investigating the Effects of Teacher-Student Led Functions of Mobile Technology on Students’ Achievement and Learning Interest in High School Physics

Abstract

The present study investigates the effects of using teacher-led, student-led, and collaborative mobile device functions on high school students’ physics learning and interest. Participants included 439 high school freshman students from 16 classrooms at one large province in China. Descriptively, we found that students reported using the collaborative functions on their mobile devices more than student-led or teacher-led functions. Hierarchical multilevel linear model results showed that the frequency with which students used student-led, teacher-led, and collaborative mobile technology functions each had a significant direct and unique effect on students’ 10th grade physics interest, but not their achievement. Implications for research and practice are discussed.