@article{WOS:000363068500009,
abstract = {This study presents and examines SamEx, a mobile learning system used by
305 students in formal and informal learning in a primary school in
Singapore. Students use SamEx in situ to capture media such as pictures,
video clips and audio recordings, comment on them, and share them with
their peers. In this paper we report on the experiences of students in
using the application throughout a one-year period with a focus on
self-directedness, quality of contributions, and answers to contextual
question prompts. We examine how the usage of tools such as SamEx
predicts students' science examination results, discuss the role of
badges as an extrinsic motivational tool, and explore how individual and
collaborative learning emerge. Our research shows that the quantity and
quality of contributions provided by the students in SamEx predict the
end-year assessment score. With respect to specific system features,
contextual answers given by the students and the overall likes received
by students are also correlated with the end-year assessment score. (C)
2015 Elsevier Ltd. All rights reserved.},
address = {THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND},
author = {Boticki, Ivica and Baksa, Jelena and Seow, Peter and Looi, Chee-Kit},
doi = {10.1016/j.compedu.2015.02.015},
issn = {0360-1315},
journal = {COMPUTERS \& EDUCATION},
keywords = {Mobile learning; Virtual badges; Informal learning},
month = aug,
pages = {120--136},
publisher = {PERGAMON-ELSEVIER SCIENCE LTD},
title = {{Usage of a mobile social learning platform with virtual badges in a primary school}},
type = {Article},
volume = {86},
year = {2015}
}

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