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Abstract The exponential growth in the use of digital technologies and the availability of mobile software applications (apps) has been well documented over the past decade. Literature on the integration of mobile technology into higher education reveals an increasing focus on how mobile devices are used within the classroom environment, both physical and online, rather than on how mobile applications may be used for either teaching or the research process. Our study surveyed staff and higher degree research students at a New Zealand university using an online questionnaire to gain insight into the use of mobile apps for tertiary teaching and research, seeking information, particularly on which apps were used for which tasks and what obstacles hindered their use. The online survey used 29 questions and ran in 2016/2017. 269 participants completed the survey, nearly 20% of the potential sample. We found that mobile apps were used by academics and students for both teaching and research, primarily in the form of document and data storage and exchange, and communication. Very little app use was recorded for in-class activities (teaching) or in-field activities (research). Apps use resulted from personal motivation rather than institutional planning. Both students and academics reported that institutional support and flexibility would likely provide motivation and lead to increased app use for both research and teaching.
Hinze et al. (Sun,) studied this question.