A Study on Learning Conduct and Satisfaction according to the difference of Concentration level in University Students’ mobile learning

The purpose of this study is to find predictive factors of the learning conduct and satisfaction affecting the concentration level of mobile learning in university students. The study was conducted on 1,181 students who took 16 mobile learning courses in S university, on the first semester of 2018. The total numbers of subjects were 122 mobile learners who were classified into the lower group in concentration(mobile concentration self-awareness 0~29%, 62 persons) and the upper group(mobile concentration self-awareness 70~100%, 60 persons) among the 276 valid data. The research tool consisted of 12 items of mobile learning conduct, 1 item of a concentration level of mobile learning based on self-awareness, and 10 items of mobile learning satisfaction. The main research results are as follows. First, the analysis of mobile learning conducts showed several findings. The lower concentration group had less recognition that mobile learning could be helpful with their learning time less, and less repeated learning. They used more frequently function of a notice board than one of taking learning in their mobile devices, more likely to be disturbed by the surrounding environment. And they had many of distractions, such as a cell-phone and SNS, during their learning and noticed being interrupted as a drawback of mobile learning. As a result of analyzing the satisfaction of mobile learning, satisfactions of the lower group were significantly lower than those of the upper group in all items, except for the item of ‘use of various functions of contents’. Second, logistic analysis to confirm predictive factors of mobile learning concentration revealed that the higher the probability of lowering the concentration of mobile learning was, the more they think was inappropriate content’s volume for learning, the less was a learning time of mobile learning a week, the fewer was repeated mobile learning, the more likely mobile learning was to be interrupted by the surrounding environment, and the more they used various functions in mobile contents.