Effects of Self-Regulatory Status and Practice Type on Student Performance in the Mobile Learning Environment.

摘要: The next generation of computer-based learning environments has arrived. This technology is characterized by mobile and portable devices such as smartphones tablet computers with wireless broadband access. With these comes the promise extending online revolution. purpose this study was to investigate effects three levels practice type (assessment aligned, reflective, none), two self-regulatory status (high low) on student performance within context instruction. Results indicated that inclusion activities in instruction a positive effect performance. Study participants who received either assessment aligned or reflective significantly outperformed did not receive practice. results does have significant Further, also attitude. Through systematic consideration specific element instruction, while considering affective elements self-regulation, began process building framework for effective design implementation learning.