Compares motivational and learning outcomes of two mobile apps for species identification in upper-secondary students, suggesting differences in achievement scores.
Different mobile apps may offer students different motivational and learning benefits. This study was grounded in self-determination theory and compared students´ experiences with two different mobile apps for identifying species. The authors conducted a randomised experiment to compare the effects of a dynamic interactive app with those of an image recognition app on 86 upper-secondary students. The results of the t-test showed only one significant effect, relative to the image recognition app, whereas the dynamic interactive app improved achievement scores. Finally, the results of the regression analyses showed that, for achievement, the dynamic interactive app, competence and class year were significant predictors. Whereas, for effort, competence and internalisation were significant predictors. More research is needed to better understand the motivational mechanisms of mobile apps and their effects on learning.
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Jeno et al. (2025) studied this question.
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