Student use and pedagogical impact of a mobile learning application

Area of Science:

• Biochemistry Education
• Nutrition Science
• Higher Education Pedagogy

Background:

• Mobile learning (m-learning) represents a significant innovation in higher education.
• The integration of mobile applications into science curricula is an emergent learning method.
• Student adoption of educational technology is influenced by perceptions and comfort levels.

Purpose of the Study:

• To evaluate the pedagogical impact of the NutriBiochem mobile application in a second-year biochemistry and metabolism course.
• To assess student usage patterns, motivations, and perceptions of the NutriBiochem app.
• To determine the relationship between m-learning tool usage and academic performance.

Main Methods:

• Development and deployment of the NutriBiochem mobile application for smartphones, tablets, and computers.
• Survey administration to 88 students post-final exam to gather data on app usage and perceptions.
• Analysis of survey data to correlate app usage frequency with final course grades.

Main Results:

• Over half of the students utilized the NutriBiochem app, primarily on smartphones.
• Approximately 80% of users accessed the app with moderate or infrequent frequency.
• No statistically significant difference in mean final grades was observed between app users and non-users.
• Students with higher technological comfort demonstrated broader app engagement.
• Over 75% of students found the app a useful learning tool, but only 45% felt it improved their performance.

Conclusions:

• The NutriBiochem app is perceived as a valuable study aid, particularly for students comfortable with technology who use it regularly.
• While enhancing the learning experience, the app's direct impact on academic grades requires further investigation.
• Mobile applications hold relevance and importance in modern higher education, fostering positive student attitudes towards educational technology.