Abstract
The affordable small devices have changed people’s lives in the last decades exponentially, especially mobile phones because people are now moving with mobile devices in a pervasive manner. These changes influenced human attention in positive and negative both manner. This work, try to explore how these small devices can affect people’s attention in the live classroom. Mobile can be used as a device to identify how mobile usage effects the level of engagement during the live classroom. During learning and listening activity maintaining the concentration of acolyte through mobile devices has become a vital issue. Research on maintaining attentiveness during learning can offer new insights into the selection of m-learning topics. This study used a quasi-experimental design to investigate the concentration and understanding of knowledge of the student in the traditional classroom as well as the classroom where everyone used mobile phones for learning purposes. Ninety numbers of undergraduate engineering students participated in the study who were divided into an equal number of unbiased groups to be treated as a control and treatment group. After performing an independent sample t-test, results are obtained like: correlations existed between the interest and attention also in between attention and success in the mobile learning concept. Research findings entail the correlation between the student’s score and engagement which can be identified using mobile devices can give a formative influence on the teacher and student to identify the time gap among students in understanding coursework that can stair the teacher to drive for a better class. The limitation of the study also identified in this work.
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Debnath, B., Deb, S., Kumari, P. (2020). Mobile Supported Interaction Modeling to Find Engagement of Acolyte in Live Classroom. In: Saha, A., Kar, N., Deb, S. (eds) Advances in Computational Intelligence, Security and Internet of Things. ICCISIoT 2019. Communications in Computer and Information Science, vol 1192. Springer, Singapore. https://doi.org/10.1007/978-981-15-3666-3_7
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