Co-creation of knowledge using mobile technologies and digital media as pedagogical devices in undergraduate STEM education
Digital media assignments are a widely used method of assessing student learning in higher education. Despite their common use, the literature on digital media assignments has many gaps regarding theoretical frameworks to guide their design, implementation and evaluation. This research paper focuses on student attitudes towards the use of mobile technology and digital media assignments in undergraduate STEM education. The study used a set of novel theoretical frameworks to identify training needs in digital media production, development of assessment weightings, marking rubrics and student training and resources. Longitudinal data were captured over a period of 4 years (n = 1724) using a mixed-methods approach. Validated questionnaires measured student attitudes to digital media support and attitudes to technology, understanding of the assignment, knowledge construction and digital media for learning and career development. Open-ended questions helped gather suggestions from students for improving the assessment task. Questionnaire data were analysed by using descriptive statistics and qualitative data with thematic analysis. The results suggested that students enjoyed group work, found learning with digital media to be engaging and developed critical thinking and digital media skills. In conclusion, STEM students had a positive learning experience repurposing mobile technology as pedagogical devices that present knowledge by using a multi-modal approach mediated by digital media.
Alexander, B., Adams, S. & Cummins, M. (2016) Digital Literacy: an NMC Horizon project strategic brief. Austin, Texas: The New Media Consortium. (Volume 3.3, October 2016). [online] Available at: https://www.learntechlib.org/p/182085/.
Anderson, J. (2013) ‘Evaluating student-generated film as a learning tool for qualitative methods: geographical “drifts” and the city’, Journal of Geography in Higher Education, vol. 37, no. 1, pp. 136–146. doi: 10.1080/03098265.2012.694070
Arvidsson, A. & Delfanti, A. (2019) Introduction to Digital Media, Wiley-Blackwell, New York.
Baepler, P. & Reynolds, T. (2014) ‘The digital manifesto: engaging student writers with digital video assignments’, Computers and Composition, vol. 34, pp. 122–136.
Bain, C. D. & Rice, M. L. (2006) The influence of gender on attitudes, perceptions, and uses of technology. Journal of Research on Technology in Education, vol. 39, no. 2, pp. 119–132.
Bennett, S., Maton, K. & Kervin, L. (2008) ‘The “digital natives” debate: a critical review of the evidence’, British Journal of Educational Technology, vol. 39, no. 5, pp. 775–786. doi: 10.1111/j.1467-8535.2007.00793.x
Browne, C., et al., (2017) ‘Students as co-creators of an online learning resource’, Teaching and Learning Together in Higher Education, vol. 1, no. 21, p. 3. [online] Available at: https://repository.brynmawr.edu/tlthe/vol1/iss21/3
Buckingham, D. (2007) ‘Digital media literacies: rethinking media education in the age of the internet’, Research in Comparative and International Education, vol. 2, no. 1, pp. 43–55. doi: 10.2304/rcie.2007.2.1.43
Cai, Z., Fan, X. & Du, J. (2017) ‘Gender and attitudes toward technology use: a meta-analysis’, Computers and Education, vol. 105, pp. 1–13. doi: 10.1016/j.compedu.2016.11.003
Chen, R.-S. & Tsai, C.-C. (2007) ‘Gender differences in Taiwan university students’ attitudes toward web-based learning’, Cyberpsychology and Behavior, vol. 10, no. 5, pp. 645–654. doi: 10.1089/cpb.2007.9974
Chou, C., Wu, H.-C. & Chen, C.-H. (2011) ‘Re-visiting college students’ attitudes toward the Internet-based on a 6-T model: gender and grade level difference’, Computers and Education, vol. 56, no. 4, pp. 939–947. doi: 10.1016/j.compedu.2010.11.004
Colbert, A., Yee, N. & George, G. (2016) The Digital Workforce and the Workplace of the Future, Academy of Management, Briarcliff Manor, NY.
Coulson, S. & Frawley, J. (2017) ‘Student generated multimedia for supporting learning in an undergraduate physiotherapy course’, In H. Partridge, K. Davis & J. Thomas. (Eds.), Me, Us, IT! Proceedings ASCILITE2017: 34th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education pp. 235–244.
Creighton, T. B. (2018) ‘Digital natives, digital immigrants, digital learners: an international empirical integrative review of the literature’, Education Leadership Review, vol. 19, no. 1, pp. 132–140.
Gros, B. & López, M. (2016) ‘Students as co-creators of technology-rich learning activities in higher education’, International Journal of Educational Technology in Higher Education, vol. 13, no. 1, pp. 1–13. doi: 10.1186/s41239-016-0026-x
Hanham, J., Ullman, J., Orlando, J. & McCormick, J. (2014) ‘Intentional learning with technological proxies: Goal orientations and efficacy beliefs’, Australian Journal of Education, vol. 58, no. 1, pp. 36–49. doi: 10.1177/0004944113517831
Hasan, B. (2010) ‘Exploring gender differences in online shopping attitude’, Computers in Human Behavior, vol. 26, no. 4, pp. 597–601.
Hoban, G., Nielsen, W. & Shepherd, A. (2015) Student-Generated Digital Media in Science Education: Learning, Explaining and Communicating Content, Taylor & Francis Group, New York.
Imhof, M., Vollmeyer, R. & Beierlein, C. (2007) ‘Computer use and the gender gap: the issue of access, use, motivation, and performance’, Computers in Human Behavior, vol. 23, no. 6, pp. 2823–2837.
Johnson, R. D. (2011) ‘Gender differences in e-learning: communication, social presence, and learning outcomes’, Journal of Organizational and End User Computing (JOEUC), vol. 23, no. 1, pp. 79–94.
Kearney, M. (2013) ‘Learner-generated digital video: using ideas videos in teacher education’, Journal of Technology and Teacher Education, vol. 21, no. 3, pp. 321–336.
Kearney, M., Pressick-Kilborn, K. & Maher, D. (2012) ‘Driving pre-service science teachers’ TPACK development through their generative use of digital video’, Society for Information Technology & Teacher Education International Conference 2012, ed P. Resta, Association for the Advancement of Computing in Education (AACE), Austin, TX.
Kearney, M. & Schuck, S. (2005) ‘Students in the director’s seat: teaching and learning with student-generated video’, Proceedings of Ed-Media 2005 World Conference on Educational Multimedia, Hypermedia and Telecommunications, Citeseer, pp. 2864–2871.
Musburger, R. B. & Kindem, G. (2012) Introduction to Media Production: The Path to Digital Media Production, Focal Press, Burlington, MA.
Nielsen, W., et al., (2018) ‘Digital explanation as assessment in university science’, Research in Science Education. doi: 10.1007/s11165-018-9785-9
Nielsen, W., Hoban, G. & Hyland, C. (2017) ‘Pharmacology students’ perceptions of creating multimodal digital explanations’, Chemistry Education Research and Practice, vol. 18, no. 2, pp. 329–339.
North, A. S. & Noyes, J. M. (2002) ‘Gender influences on children’s computer attitudes and cognitions’, Computers in Human Behavior, vol. 18, no. 2, pp. 135–150.
Oliver, B. & Goerke, V. (2007) ‘Australian undergraduates’ use and ownership of emerging technologies: implications and opportunities for creating engaging learning experiences for the net generation’, Australasian Journal of Educational Technology, vol. 23, no. 2, pp. 27–36.
Osborne, J., Simon, S. & Collins, S. (2003) ‘Attitudes towards science: a review of the literature and its implications’, International Journal of Science Education, vol. 25, no. 9, pp. 1049–1079.
Pearce, K. L. (2014) ‘Undergraduate creators of video, animations and blended media: the students’ perspective’, Proceedings of The Australian Conference on Science and Mathematics Education (formerly UniServe Science Conference), The University of Sydney, Australia, pp. 117–124.
Pearce, K. L. & Vanderlelie, J. J. (2016) ‘Teaching and evaluating graduate attributes in multimedia science-based assessment task’, Proceedings of The Australian Conference on Science and Mathematics Education, The University of Queensland, Australia, pp. 215–225.
Potter, J. & McDougall, J. (2017) Digital Media, Culture and Education: Theorising Third Space Literacies, Springer, London, UK.
Price, L. (2006) ‘Gender differences and similarities in online courses: challenging stereotypical views of women’, Journal of Computer Assisted Learning, vol. 22, no. 5, pp. 349–359. doi: 10.1111/j.1365-2729.2006.00181.x
Reyna, J. (2019) ‘Theoretical foundations to design learner-generated digital media (LGDM) assessment rubrics’, in Society for Information Technology & Teacher Education International Conference 2019, ed K. Graziano, Association for the Advancement of Computing in Education (AACE), Las Vegas, NV. [online] Available at: https://www.learntechlib.org/primary/p/207827/.
Reyna, J., Hanham, J. & Meier, P. (2017) ‘A taxonomy of digital media types for Learner-Generated Digital Media assignments’, E-Learning and Digital Media, vol. 14, no. 6, pp. 309–322. doi: 10.1177/2042753017752973
Reyna, J., Hanham, J. & Meier, P. (2018a) ‘The Internet explosion, digital media principles and implications to communicate effectively in the digital space’, E-Learning and Digital Media, vol. 15, no. 1, pp. 36–52.
Reyna, J., Hanham, J. & Meier, P. C. (2018b) ‘A framework for digital media literacies for teaching and learning in higher education’, E-Learning and Digital Media, vol. 15, no. 4, pp. 176–190.
Reyna, J., et al., (2019a) ‘A systematic approach to designing, implementing, and evaluating learner-generated digital media (LGDM) assignments and its effect on self-regulation in tertiary science education’, Research in Science Education, 1–27.
Reyna, J., et al., (2019b) ‘Using factor analysis to validate a questionnaire to explore self-regulation in learner-generated digital media (LGDM) assignments in science education’, Australasian Journal of Educational Technology, vol. 35, no. 5, pp. 128–152. doi: 10.14742/ajet.4514
Reyna, J. & Meier, P. (2018a) ‘Learner-generated digital media (LGDM) as an assessment tool in tertiary science education: a review of literature’, The IAFOR Journal of Education, vol. 93. doi: 10.22492/ije.6.3.06
Reyna, J. & Meier, P. (2018b) ‘A practical model for implementing digital media assessments in tertiary science education’, American Journal of Educational Research, vol. 6, no. 1, pp. 27–31. doi: 10.12691/education-6-1-4
Reyna, J. & Meier, P. (2018c) ‘Using the learner-generated digital media (LGDM) framework in tertiary science education: a pilot study’, Education Sciences, vol. 8, no. 3, p. 106. doi: 10.3390/educsci8030106
Reyna, J., et al., (2016) ‘Implementing digital media presentations as assessment tools for pharmacology students’, American Journal of Educational Research, vol. 4, no. 14, pp. 983–991. doi: 10.12691/education-4-14-1
Savin-Baden, M. (2015) Rethinking Learning in an Age of Digital Fluency: Is Being Digitally Tethered a New Learning Nexus? Routledge, London, UK.
Shen, C., et al., (2019) ‘Fake images: the effects of source, intermediary, and digital media literacy on contextual assessment of image credibility online’, New Media & Society, vol. 21, no. 2, pp. 438–463. . doi: 10.1177/1461444818799526
Tashakkori, A. & Teddlie, C. (2010) Sage Handbook of Mixed Methods in Social & Behavioural Research, Sage, Thousand Oaks, CA.
Tchoubar, T., Sexton, T. R. & Scarlatos, L. L. (2018) ‘Role of digital fluency and spatial ability in student experience of online learning environments’, Science and Information Conference, Springer, London, UK, pp. 251–264.
This work is licensed under a Creative Commons Attribution 4.0 International License.Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.