The world is fast becoming increasingly digital, networked, and mobile. The use of mobile devices is a growing educational trend and determines how knowledge is taught and used when teaching and learning. This article presents the results of a comparative analysis of web and mobile educational content, which focuses on instructional issues that affect learning in a mobile context—namely, length, density, complexity, purpose, and structure. It then demonstrates that mobile content is shorter, denser, and more complex than the content of other types of educational media, and it proposes a critical assessment of how such content should be designed.
A Comparative Approach
Do we need to reoccupy student engagement policy?
behaviour. In previous research, I have examined policy statements that draw attention to an additional form of ‘value’ that the use of technology-enhanced learning (TEL) is expected to yield ( Hayes 2015 ; Hayes and Bartholomew 2015 ; Hayes and Jandric
Ethics and Privacy in Digital Research with Girls
Approach . Cambridge, MA : MIT Press . Lally , Vic , Mike Sharples , Frances Tracy , Neil Bertram , and Sherriden Masters . 2012 . “ Researching the Ethical Dimensions of Mobile, Ubiquitous and Immersive Technology Enhanced Learning (MUITEL