Mobile Device Debate Bibliography

Abdullah, F., Kassim, M. H. B., & Sanusi, A. N. Z. (2017). Go Virtual: Exploring Augmented Reality Application in Representation of Steel Architectural Construction for the Enhancement of Architecture Education. Advanced Science Letters, 23(2), 804–808. https://doi.org/10.1166/asl.2017.7449

Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152–153. https://doi.org/10.3163/1536-5050.103.3.010

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002

Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342. https://doi.org/10.1016/j.chb.2015.12.054

Alexander, C. J., Crescini, W. M., Juskewitch, J. E., Lachman, N., & Pawlina, W. (2009). Assessing the integration of audience response system technology in teaching of anatomical sciences. Anatomical Sciences Education, 2(4), 160–166. https://doi.org/10.1002/ase.99

Alsaggaf, W. (2012). Enhancement of learning programming experience by novices using mobile learning: mobile learning in introductory programming lectures. In Proceedings of the ninth annual international conference on International computing education research (pp. 151–152). ACM. Retrieved from http://dl.acm.org/citation.cfm?id=2361306

Alsaggaf, W., Hamilton, M., Harland, J., & D’Souza, D. (2012). The use of laptop computers in programming lectures. ACIS 2012 : Location, Location, Location : Proceedings of the 23rd Australasian Conference on Information Systems 2012, 1–11.

Andersson, A., Hatakka, M., Grönlund, Å., & Wiklund, M. (2014). Reclaiming the students – coping with social media in 1:1 schools. Learning, Media and Technology, 39(1), 37–52. https://doi.org/10.1080/17439884.2012.756518

Anzai, Y., Funada, M., & Akahori, K. (2013). Immediate Effects of Mobile Photo Note-taking in English Vocabulary Learning (pp. 550–556). Presented at the E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/114891/

Apple, D. K., & Nelson, D. (2002). Identification of nonsuccess factors in a large introductory computer science course and constructive interventions for increasing student success. In 32nd Annual Frontiers in Education (Vol. 1, p. T1G–1–T1G–2 vol.1). https://doi.org/10.1109/FIE.2002.1157915

Awedh, M., Mueen, A., Zafar, B., & Manzoor, U. (2015). Using Socrative and Smartphones for the support of collaborative learning. arXiv:1501.01276 [Cs]. Retrieved from http://arxiv.org/abs/1501.01276

Awwad, F., Ayesh, A., & Awwad, S. (2013). Are Laptops Distracting Educational Tools in Classrooms. Procedia - Social and Behavioral Sciences, 103, 154–160. https://doi.org/10.1016/j.sbspro.2013.10.320

Barak, M., Lipson, A., & Lerman, S. (2006a). Wireless Laptops as Means For Promoting Active Learning In Large Lecture Halls. Journal of Research on Technology in Education, 38(3), 245–263.

Barak, M., Lipson, A., & Lerman, S. (2006b). Wireless Laptops as Means For Promoting Active Learning In Large Lecture Halls. Journal of Research on Technology in Education, 38(3), 245–263.

Barrs, K. (2011). Mobility in learning: The feasibility of encouraging language learning on smartphones. Reading. Retrieved from https://sisaljournal.org/archives/sep11/barrs/?like=1&source=post_flair&_wpnonce=7f81158ee4

Barry, S., Murphy, K., & Drew, S. (2015). From deconstructive misalignment to constructive alignment: Exploring student uses of mobile technologies in university classrooms. Computers & Education, 81, 202–210. https://doi.org/10.1016/j.compedu.2014.10.014

Benson, V., & Morgan, S. (2013). Student Experience and Ubiquitous Learning in Higher Education: Impact of Wireless and Cloud Applications. Creative Education, 4(8), 1. https://doi.org/10.4236/ce.2013.48A001

Berry, M. J., & Westfall, A. (2015). Dial D for Distraction: The Making and Breaking of Cell Phone Policies in the College Classroom. College Teaching, 63(2), 62–71. https://doi.org/10.1080/87567555.2015.1005040

Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81–90.

Blessing, S. B., Blessing, J. S., & Fleck, B. K. B. (2012). Using Twitter to Reinforce Classroom Concepts. Teaching of Psychology, 39(4), 268–271. https://doi.org/10.1177/0098628312461484

Brady, M., Seli, H., & Rosenthal, J. (2013). “Clickers” and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices. Computers & Education, 65, 56–63. https://doi.org/10.1016/j.compedu.2013.02.001

Briz-Ponce, L., Juanes-Méndez, J. A., García-Peñalvo, F. J., & Pereira, A. (2016). Effects of Mobile Learning in Medical Education: A Counterfactual Evaluation. Journal of Medical Systems, 40(6), 136. https://doi.org/10.1007/s10916-016-0487-4

Caldwell, J. E. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE— Life Sciences Education, 6(1), 9–20. https://doi.org/10.1187/cbe.06-12-0205

Carstens, B. A., Watson, T. L., & Williams, R. L. (2015a). Unstructured laptop use in a highly structured entry-level college course. Scholarship of Teaching and Learning in Psychology, 1(2), 137–149. https://doi.org/10.1037/stl0000029

Carstens, B. A., Watson, T. L., & Williams, R. L. (2015b). Unstructured laptop use in a highly structured entry-level college course. Scholarship of Teaching and Learning in Psychology; Washington, 1(2), 137–149. https://doi.org/http://dx.doi.org/10.1037/stl0000029

Castillo-Manzano, J. I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Díaz, M. T., & Yñiguez, R. (2017). To take or not to take the laptop or tablet to classes, that is the question. Computers in Human Behavior, 68, 326–333. https://doi.org/10.1016/j.chb.2016.11.017

Cathy Cavanaugh, Jace Hargis, Tayeb Kamali, & Melissa Soto. (2013). Substitution to augmentation: faculty adoption of iPad mobile learning in higher education. Interactive Technology and Smart Education, 10(4), 270–284. https://doi.org/10.1108/ITSE-01-2013-0001

Chandler, C. (2017). Improving Student Note-Taking Skills. Education Digest, 82(7), 54–56.

Chapter 6. The Psychology of Learning Environments. (n.d.). Retrieved May 5, 2017, from https://www.educause.edu/research-and-publications/books/learning-spaces/chapter-6-psychology-learning-environments

Cheong, P. H., Shuter, R., & Suwinyattichaiporn, T. (2016). Managing student digital distractions and hyperconnectivity: communication strategies and challenges for professorial authority. Communication Education, 65(3), 272–289. https://doi.org/10.1080/03634523.2016.1159317

Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7.

Chiu, C.-H., Wu, C.-Y., & Cheng, H.-W. (2013). Integrating reviewing strategies into shared electronic note-taking: Questioning, summarizing and note reading. Computers & Education, 67, 229–238. https://doi.org/10.1016/j.compedu.2013.04.015

Collins, J. (2008). Audience Response Systems: Technology to Engage Learners. Journal of the American College of Radiology, 5(9), 993–1000. https://doi.org/10.1016/j.jacr.2008.04.008

Crawford, K. (2009). Following you: Disciplines of listening in social media. Continuum, 23(4), 525–535. https://doi.org/10.1080/10304310903003270

Crouch, C. H. (1998). PEER INSTRUCTION: An Interactive Approach for Large Lecture Classes. Optics and Photonics News, 9(9), 37–41. https://doi.org/10.1364/OPN.9.9.000037

David, B. (2006). Audience Response Systems in Higher Education: Applications and Cases: Applications and Cases. Idea Group Inc (IGI).

Dhir, A., Buragga, K., & Boreqqah, A. A. (2013). Tweeters on campus: Twitter a learning tool in classroom? J. UCS, 19(5), 672–691.

Digital Note-Taking: Discussion of Evidence and Best Practi... : The Journal of Physician Assistant Education. (n.d.). Retrieved May 5, 2017, from http://journals.lww.com/jpae/Fulltext/2016/03000/Digital_Note_Taking___Discussion_of_Evidence_and.11.aspx

Diliberto-Macaluso, K., & Hughes, A. (2016). The Use of Mobile Apps to Enhance Student Learning in Introduction to Psychology. Teaching of Psychology, 43(1), 48–52. https://doi.org/10.1177/0098628315620880

Dobrota, M., & Jeremic, V. (2017). Shedding the Light on the Stability of University Rankings in the ICT Field. IETE Technical Review, 34(1), 75–82. https://doi.org/10.1080/02564602.2016.1144487

Dunlap, J. C., & Lowenthal, P. R. (2009). Tweeting the Night Away: Using Twitter to Enhance Social Presence. Journal of Information Systems Education, 20(2), 129–135.

Easter, M. K., Schommer-Aikins, M., & Vitale, R. (2012). iWin2: DEVELOPING A CULTURE OF PROFESSIONAL USE OF TECHNOLOGY IN THE ON-GROUND CLASSROOM. In ASBBS Proceedings; San Diego (Vol. 19, pp. 291–299). San Diego, United States: American Society of Business and Behavioral Sciences. Retrieved from http://search.proquest.com/docview/1445142743?pq-origsite=gscholar

ECAR Study of Undergraduate Students and Information Technology, 2012. (n.d.). Retrieved May 5, 2017, from https://library.educause.edu/resources/2012/9/ecar-study-of-undergraduate-students-and-information-technology-2012

Elavsky, C. M., Mislan, C., & Elavsky, S. (2011). When talking less is more: exploring outcomes of Twitter usage in the large‐lecture hall. Learning, Media and Technology, 36(3), 215–233. https://doi.org/10.1080/17439884.2010.549828

ERB1210.pdf. (n.d.). Retrieved from http://s3.amazonaws.com/academia.edu.documents/31048232/ERB1210.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1494270981&Signature=tznsj9OcPRsA4VrmsdB2Vv1MecI%3D&response-content-disposition=inline%3B%20filename%3DStudent_Preferences_for_Mobile_App_Usage.pdf

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Fagen, A. P., Crouch, C. H., & Mazur, E. (2002). Peer Instruction: Results from a Range of Classrooms. The Physics Teacher, 40(4), 206–209. https://doi.org/10.1119/1.1474140

Farmer-Dougan, V. A. (2011). Do I have to be a Stand Up Comedian? A guide to motivating Students in the Large Lecture Class. The FASEB Journal, 25(1 Supplement), 84.1-84.1.

Fishman, B. J., & O’Connor-Divelbiss, S. F. (2013a). International Conference of the Learning Sciences: Facing the Challenges of Complex Real-world Settings. Psychology Press.

Fishman, B. J., & O’Connor-Divelbiss, S. F. (2013b). International Conference of the Learning Sciences: Facing the Challenges of Complex Real-world Settings. Psychology Press.

France, D., Powell, V., Mauchline, A. L., Welsh, K., Park, J., Whalley, W. B., & Rewhorn, S. (2016). Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes. Journal of Geography in Higher Education, 40(2), 182–192. https://doi.org/10.1080/03098265.2016.1154931

François Bry, & Alexander Yong-Su Pohl. (2017a). Large class teaching with Backstage. Journal of Applied Research in Higher Education, 9(1), 105–128. https://doi.org/10.1108/JARHE-06-2015-0042

François Bry, & Alexander Yong-Su Pohl. (2017b). Large class teaching with Backstage. Journal of Applied Research in Higher Education, 9(1), 105–128. https://doi.org/10.1108/JARHE-06-2015-0042

Fried, C. B. (2008). In-class laptop use and its effects on student learning. Computers & Education, 50(3), 906–914. https://doi.org/10.1016/j.compedu.2006.09.006

Gan, C. L. (2016). A framework for implementing mobile interactive lecture information systems in Higher Learning Institutions / Gan Chin Lay (phd). University of Malaya. Retrieved from http://studentsrepo.um.edu.my/6616/

Gan, C. L., & Balakrishnan, V. (2016). An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education. The International Review of Research in Open and Distributed Learning, 17(1). https://doi.org/10.19173/irrodl.v17i1.2111

Gan, C. L., & Balakrishnan, V. (2017). Enhancing classroom interaction via IMMAP – An Interactive Mobile Messaging App. Telematics and Informatics, 34(1), 230–243. https://doi.org/10.1016/j.tele.2016.05.007

Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26. https://doi.org/10.1016/j.iheduc.2013.06.002

Gill, R. (2011). Effective Strategies for Engaging Students in Large-Lecture, Nonmajors Science Courses. Journal of College Science Teaching, 41(2), 14–21.

Griffin, A. (2014). Technology distraction in the learning environment. In Proceedings of the Southern Association for Information Systems Conference, Macon, GA (pp. 21–22). Retrieved from http://saisconferencemgmt.org/proceedings/2014/Griffin.pdf

Hembrooke, H., & Gay, G. (2003). The laptop and the lecture: The effects of multitasking in learning environments. Journal of Computing in Higher Education, 15(1), 46–64. https://doi.org/10.1007/BF02940852

Heritage, M. (2010a). Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity? Council of Chief State School Officers. Retrieved from https://eric.ed.gov/?id=ED543063

Heritage, M. (2010b). Formative Assessment and Next-Generation Assessment Systems: Are We Losing an Opportunity? Council of Chief State School Officers. Retrieved from https://eric.ed.gov/?id=ED543063

Hoekstra, A. (2008). Vibrant student voices: exploring effects of the use of clickers in large college courses. Learning, Media and Technology, 33(4), 329–341. https://doi.org/10.1080/17439880802497081

Hora, M. T. (2016). Beyond the Skills Gap: Preparing College Students for Life and Work. Harvard Education Press.

Huerta, J. C., [email protected]. (2007). Getting Active in the Large Lecture. Journal of Political Science Education, 3(3), 237–249. https://doi.org/10.1080/15512160701558224

Hung, Y.-H., Chen, C.-H., & Huang, S.-W. (2016). Applying augmented reality to enhance learning: a study of different teaching materials. Journal of Computer Assisted Learning, n/a-n/a. https://doi.org/10.1111/jcal.12173

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Iosup, A., & Epema, D. (2014). An Experience Report on Using Gamification in Technical Higher Education. In Proceedings of the 45th ACM Technical Symposium on Computer Science Education (pp. 27–32). New York, NY, USA: ACM. https://doi.org/10.1145/2538862.2538899

Jing, T. W., & Yue, W. S. (2016). Real-Time Assessment with Nearpod in the BYOD Classroom. In Assessment for Learning Within and Beyond the Classroom (pp. 103–107). Springer, Singapore. https://doi.org/10.1007/978-981-10-0908-2_10

Johnson, C. (2016). CTU mobile by Colorado Technical University: How can universities use mobile moments to help students achieve their Higher education goals? In 2016 International Conference on Interactive Mobile Communication, Technologies and Learning (IMCL) (pp. 46–49). https://doi.org/10.1109/IMCTL.2016.7753769

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Judson, E., & Sawada, D. (2002). Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching, 21(2), 167–182.

Julio Barroso, J. C. (n.d.). The educational possibilities of Augmented Reality. Journal of New Approaches in Educational Research, 5(1), 44.

Junco, R., Elavsky, C. M., & Heiberger, G. (2013). Putting twitter to the test: Assessing outcomes for student collaboration, engagement and success. British Journal of Educational Technology, 44(2), 273–287. https://doi.org/10.1111/j.1467-8535.2012.01284.x

Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. https://doi.org/10.1111/j.1365-2729.2010.00387.x

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Kaminski, B., Wasinger, R., Norris, K., Zehntner, C., Xu, S., Chinthammit, W., & Duh, H. (2016). Learning Through Shared Note-taking Visualisations in the Classroom. In Proceedings of the 28th Australian Conference on Computer-Human Interaction (pp. 576–580). New York, NY, USA: ACM. https://doi.org/10.1145/3010915.3010970

Kamps, H. J. (n.d.). Touch Surgery brings surgery training to augmented reality. Retrieved May 8, 2017, from http://social.techcrunch.com/2017/01/06/touch-surgery-ar/

Kappers, W., & Cutler, S. (2015). Poll Everywhere! Even in the Classroom: An Investigation into the Impact of Using PollEverwhere in a Large-Lecture Classroom. Computers in Education Journal, 21–30.

Kay, R., Benzimra, D., & Li, J. (2017a). Exploring Factors That Influence Technology-Based Distractions in Bring Your Own Device Classrooms. Journal of Educational Computing Research, 735633117690004. https://doi.org/10.1177/0735633117690004

Kay, R., Benzimra, D., & Li, J. (2017b). Exploring Factors That Influence Technology-Based Distractions in Bring Your Own Device Classrooms. Journal of Educational Computing Research, 735633117690004. https://doi.org/10.1177/0735633117690004

Kay, R. H., & Lauricella, S. (2011a). Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis. Canadian Journal of Learning and Technology / La Revue Canadienne de L’apprentissage et de La Technologie, 37(1). https://doi.org/10.21432/T2S598

Kay, R. H., & Lauricella, S. (2011b). Unstructured vs. structured use of laptops in higher education. Journal of Information Technology Education, 10(1), 33–42.

Kay, R. H., & Lauricella, S. (2014). Investigating the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms. Canadian Journal of Learning and Technology, 40(2). Retrieved from https://eric.ed.gov/?id=EJ1030425

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Kilfoil, W. R. (2015). Moving beyond the hype: a contextualised view of learning with technology in higher education.

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Lauricella, S., & Kay, R. (2010). Assessing laptop use in higher education classrooms: The Laptop Effectiveness Scale (LES). Australasian Journal of Educational Technology, 26(2). https://doi.org/10.14742/ajet.1087

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Mang, C. F., & Wardley, L. J. (2012). Effective adoption of tablets in post-secondary education: Recommendations based on a trial of iPads in university classes. Journal of Information Technology Education, 11(1), 301–317.

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McCoy, B. (2016). Digital Distractions in the Classroom Phase II: Student Classroom Use of Digital Devices for Non-Class Related Purposes. Faculty Publications, College of Journalism & Mass Communications. Retrieved from http://digitalcommons.unl.edu/journalismfacpub/90

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Ndiaye, M., & Wolfe, R. E. (2016). Early college can boost college success rates for low-income, first-generation students. Phi Delta Kappan, 97(5), 32–37. https://doi.org/10.1177/0031721716629655

Oblinger, D., & Lippincott, J. (2006). Learning Spaces. Brockport Bookshelf. Retrieved from http://digitalcommons.brockport.edu/bookshelf/78

Otieno, C. (2015). Mobile Devices and their Impact on Undergraduate University Student Academic Success (pp. 1701–1708). Presented at the Society for Information Technology & Teacher Education International Conference, Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/150227/

Paek, S., & Fulton, L. A. (2016). Elementary Students Using a Tablet-Based Note-Taking Application in the Science Classroom. Journal of Digital Learning in Teacher Education, 32(4), 140–149. https://doi.org/10.1080/21532974.2016.1206491

Ragan, E. D., Jennings, S. R., Massey, J. D., & Doolittle, P. E. (2014). Unregulated use of laptops over time in large lecture classes. Computers & Education, 78, 78–86. https://doi.org/10.1016/j.compedu.2014.05.002

Ravizza, S. M., Hambrick, D. Z., & Fenn, K. M. (2014). Non-academic internet use in the classroom is negatively related to classroom learning regardless of intellectual ability. Computers & Education, 78, 109–114. https://doi.org/10.1016/j.compedu.2014.05.007

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