After considering the research, Sung and his colleagues concluded that using handheld devices resulted in more improved learning outcomes than using laptops.   

There are two possible explanations for this outcome:  

• The researchers noted that the studies with handheld devices tended to integrate innovative teaching methods, whereas those involving laptops did not. The teaching methods used in laptop-facilitated studies did not enhance the learning outcomes to the same extent as the cooperative scenarios facilitated by using other mobile devices. 

Accordingly, the laptops’ shortcomings could be attributed to the learning methods used and not necessarily the device itself.     

• The studies involving laptops revealed stark differences in teachers’ beliefs about their usefulness. While some educators saw the potential impact of laptops, many did not believe that their students would benefit significantly from laptop-facilitated learning strategies. As such, in many laptop-related studies, the laptops were simply placed in the classroom and either primarily used by the teachers or by the students for self-directed study with no specific teaching methods. However, the reason laptops did not demonstrate an increase in higher-level thinking by the students could be due to how they were used and implemented, possibly not in a meaningful way.

Accordingly, while the results favored mobile devices as being more effective, this could potentially be attributed to the teaching methods adopted rather than the inherent characteristics of the devices.  

3. Is gamification an effective teaching strategy? 

Game-based learning is becoming more and more prevalent across the board. The number of learning programs that teach via gameplay is increasing daily, from language learning applications for all ages to higher-level thinking puzzles. 

Let’s face it – whether we are young or old, the truth is that when learning is more entertaining and “fun”, we are more likely to stay engaged with the materials for longer. Individualized game-based learning apps can enhance motivation, and having these games easily accessible on our mobile devices increases our likelihood of using them.   

But apart from potentially encouraging more prolonged and frequent engagement with the resources, do these games promote better learning? 

Unfortunately, the researchers found that game-based learning did not necessarily promote enhanced or improved learning of the materials. 

A key reason for this is that the relationship between the concepts to be learned and the game’s content is often not closely integrated. A close cohesion between the learning materials and the game elements is required to achieve an effective result.  

Of course, gamification cannot be an effective teaching method if good quality content does not form the basis of the game! All the entertainment in the world cannot compensate for poor teaching materials.