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Please use this identifier to cite or link to this item: http://hdl.handle.net/10791/67

Title: Examining the outcomes of mobile learning used to train elite level hockey players as measured by Kirkpatrick’s evaluation model
Authors: Crowder, Kenneth David
Supervisor(s): Cleveland-Innes, Marti (Centre for Distance Education, Athabasca University)
Examining Committee: Johnson, Steven (Centre for Nursing & Health Studies, Faculty of Health Disciplines, Athabasca University)
Ally, Mohamed (Centre for Distance Education, Athabasca University)
Eldridge, James (University of Texas)
Irvine, Valerie (University of Victoria)
Degree: Doctor of Education (EdD) in Distance Education
Department: Centre for Distance Education
Keywords: Mobile learning, Kirkpatrick evaluation, motivation, relevance, self-efficacy, Bloom's taxonomy.
Issue Date: 24-Feb-2015
Abstract: This is a quantitative study with a quasi-experimental design used to determine the outcomes of mobile learning using the first three levels of Kirkpatrick’s evaluation model. A select population of 27 (N=27) elite level junior, college, university, and professional hockey players ages 18 to 26 were provided with access to sport-specific nutritional learning. They accessed the nutritional content via mobile devices over a four-week period. Responses from pre-and post-test, documented the reactions to mobile learning, described changes in nutritional knowledge, changes of behaviour and use of self-regulated learning strategies. In the examination of change in the learner’s knowledge level several additional aspects were examined, looking for connections between learning with a mobile device and motivation, relevance, self-efficacy and self regulated learning strategies. Findings demonstrate an overall positive reaction to learning with a mobile device, that significant learning did occur (p < .001), and noticeable behaviour change as result of the learning was observed (p < .05). The participants perceived level of self-efficacy for learning with a mobile device did not appear to effect their motivation or learning. The relevance of the content for the participants was shown to be an important factor affecting their motivation to pursue the mobile learning. Future research should include more diverse population groups, further the examination of the connections between mobile learning and motivation, self-efficacy, relevance, and the use self-regulated learning strategies by mobile learners.
Graduation Date: Apr-2015
URI: http://hdl.handle.net/10791/67
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