Abstract:

The situational interest caused by teaching methods is more influential than that caused by a textbook. The situational learning theory indicates that learners learn knowledge in real situations containing learning concepts, which can be an effective learning context. In a mobile learning environment, images, videos and audio can be processed and can support situational learning. Learners can scan the QR Code to connect relevant courses, helping students overcome the difficulty of text typing and assessing teaching materials. These make the learning process smooth and students can have better learning participation. Therefore, this research develops the Inquiry-based Mobile Learning system (IML system). Learners can interact with the textbook through QR Codes, and students can assess multimedia teaching materials by scanning QR Codes. In addition, students can have discussion and share their ideas in the system. This research adopts a quasi-experimental research design to compare the effectiveness of IML system and conventional teaching on improving students' Mathematics learning interest. The participants were 93 students (48 boys and 45 girls) in the second grade of a primary school in Taiwan. Among them, 47 students were in the experimental group (22 boys and 25 girls) using IML system, and 46 students were in the control group (26 boys and 20 girls) conducting conventional teaching. The two groups of students received pre-test and post-test of the Mathematics Learning Interest Scale before and after the teaching. The research results showed that the experimental group had significantly better improvement on their Mathematics learning interest（F= 4.772，p<.05, Eta2=.058) than those in the control group.

Keywords:

Mobile learning, primary school, Mathematics learning interest.