Using Mobile-based Learning to Promote Cognitive Engagement among Secondary School Learners in Kenya

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Date
2022-09
Authors
Murigu, Jean
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Publisher
Commonwealth of Learning (COL)
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Abstract
PCF10 Sub-theme: Inspiring Innovations // Typically, disruptive technology has dominated all aspects of our lives; economy, communication, workplace environment and governance. However, the COVID-19 pandemic escalated disruptive technology to new heights, affecting areas that were previously limited to its adverse impact. Particularly, Covid-19 restrictions caused closure of schools and institutions in over 190 countries. As a result, a significant number of education institutions have adopted technology-enabled learning in in-person teaching, blended online and online learning. // Despite developing countries adopting technology-enabled learning, there are still some glaring gaps hindering equal access to education. Mainly, there is a significant digital gender divide, with girls facing the risk of losing out in benefiting from technology-enabled learning due to difficulties in using digital technology. Secondary school learners in Kenya lack regular access to digital technology which affects their ability to familiarize themselves with digital devices, platforms and services that propel technology-enabled learning. // This proposal suggests the adoption of mobile-based learning and with content that promotes cognitive engagement to bridge the digital divide in Kenya. Particularly, the proposal identifies the utilization of the Split Attention Principle that requires presentation of information in more than one form to suit the needs of the learners. // Paper ID 4692
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Subject
Adapt, instructional design, Mobile-based, Cognitive load, Split-attention
Country
Kenya
Region
Africa
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