Effects of mobile learning time on students' conception of collaboration, communication, complex problem-solving, meta-cognitive awareness and creativity

In this study, the effects of mobile learning participation time on students' conception of collaboration, communication, complex problem–solving, meta–cognitive awareness and creativity were investigated using a sample of 606 high school students from ten high schools in Taiwan. The independent–sample t–test results showed that the students who spent a longer time on mobile learning activities revealed significantly better conception of communication, complex problem–solving and creativity, while their conceptions of collaboration and meta–cognitive awareness were not sufficient different. This implies that participation time as well as learning strategies or tools could play an important role in improving students' communication, complex problem–solving and creativity competences. The finding could be a good reference for those who intend to develop mobile learning activities for fostering students' higher order thinking.