Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices

TLDR

Experiential learning creates knowledge by transforming experience and is increasingly adopted across fields. This study examines whether mobile technology can support experiential learning. The authors designed a learning activity flow and a mobile system, then compared fifth‑grade classes using PDAs to those without in an experimental setting. Mobile technologies enhance knowledge creation in experiential learning, and the study discusses how their affordances interact with the proposed learning flow.

Abstract

Abstract Experiential learning is the process of creating knowledge through the transformation of experience and has been adopted in an increasing number of areas. This paper investigates the possibility of technological support for experiential learning. A learning activity flow (or script) and a mobile technology system were designed to facilitate students in experiential learning. An experiment was conducted on two fifth‐grade classes at an elementary school, one class using personal digital assistants (PDAs) and the other working without them. The results indicate that mobile technologies are effective in improving knowledge creation during experiential learning. The interplay between the mobile technology affordances and the proposed learning flow for experiential learning is thoroughly discussed.