Mobile Applications in Teaching Biology: a Case Study

Elena Čipková, Michael Fuchs, Adam Vorobeľ


volume: 31
year: 2022
issue: 3
fulltext: PDF

online publishing date: 17/1/2023
DOI: 10.14712/25337556.2022.3.1
ISSN (Online): 2533-7556

Licence Creative Commons
Toto dílo podléhá licenci Creative Commons Uveďte původ 4.0 Mezinárodní License.


The rapid scientific and technological development of recent decades has led to digital technologies becoming an important part of the lives of the many people who use them to obtain information and find solutions to various problems. The most used digital technologies today include smartphones and mobile applications. Although mobile phones and the mobile applications used through them were not seen as learning tools for a long time, they have gradually found their way into schools with the aims of making teaching more attractive and to support pupils' learning. In this context, there is a need for conceptual frameworks and methodologies that support the active and meaningful use of mobile applications to meet the stated educational objectives. By appropriately selecting mobile applications and embedding them into teaching, teachers can enable pupils to acquire knowledge, and to observe and explore various natural phenomena and processes that can be challenging to simulate in a classroom setting. Therefore, in this article, we focus on the presentation of the results of a quasi-experiment aimed at the implementation of mobile applications in the thematic unit “The Human and the Human Body” and their impact on the educational results achieved by pupils. The data obtained suggest that the use of mobile applications can have an impact on the level of knowledge of pupils in the seventh year of primary school.


mobile applications, knowledge, biology, case study

fulltext (PDF )



Adamčák, Š., & Nemec, M. (2016). Informovanosť žiakov základných škôl o globálnom polohovom systéme a hre geocaching vo vybraných mestách a obciach východného Slovenska. Studia sportiva, 10(2), 112-120.

Allegra, M., Chifari, A. & Ottaviano, S. (2001). ICT to train students towards creativethinking. Educational Technology & Society, 4(2), 48-53.

Akpınar, E. (2014). The use of interactive computer animations based on POE as a presentation tool in primary science teaching. Journal of Science Education and Technology, 23(4), 527-537.

Bačíková, M. & Janovská, A. 2019. Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. Prešov: Univerzita Pavla Jozefa Šafárika v Košiciach, ŠafárikPress, 154 s.

Bergmann, R., Ludbrook, J., & Spooren, W. P. (2000). Different outcomes of the Wilcoxon-Mann-Whitney test from different statistics packages. The American Statistician, 54(1), 72-77.

Caballé, S., Xhafa, F., & Barolli, L. (2010). Using mobile devices to support online collaborative learning. Mobile information systems, 6(1), 27-47.

Chang, C.-Y., & Hwang, G.-J. (2019). Trends in Digital Game-Based Learning in the Mobile Era: A Systematic Review of Journal Publications od roku 2007 do 2016. International Journal of Mobile Learning and Organisation, 13, 68-90.

Chang, K. E., Wu, L. J., Lai, S. C., & Sung, Y. T. (2016). Using mobile devices to enhance the interactive learning for spatial geometry. Interactive Learning Environments, 24(4), 916-934.

Chee, K. N., Yahaya, N., & Ibrahim, N. H. (2018). Factors of students‘ performance based on cognitive level in a mobile learning environment. International Journal of Mobile Learning and Organisation, 12(2), 190-212.

Chiang, T. H.-C., Yang, S. J., & Hwang, G.-J. (2014). An augmented reality-based mobile learning system to improve students‘ learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352- 365.

Chin-ChehYi, P. W. L., Huang, C. F., & Hwang, I. H. (2010). Acceptance of mobile learning: a respecification and validation of information system success. International Journal of Human and Social Sciences, 5(7), 477-481.

Čipková, E., & Barčáková, V. (2018). Miskoncepcie žiakov základnej školy o opornej a pohybovej sústave. Biológia,ekológia, chémia, 22 (3), 24-28.

Deslis, D., Kosmidis, C. V., & Tenta, E. (2018). Using a non-educational mobile game for learning in biology, geography and mathematics: Pokémon go as a case study. In International Conference on Technology and Innovation in Learning, Teaching and Education (pp. 388-396). Springer, Cham.

Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3-4), 391- 450.

Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47-61.

Foy, P., & Olson, J. F. (Eds.). (2009). TIMSS 2007 international database and user guide. TIMSS & PIRLS International Study Center, Boston College.

Gregussová, M., & Kováčiková, D. (2008). Sú naše deti vo virtuálnom prostredí v bezpečí. Bratislava: Výskumný ústav detskej psychológie a patopsychológie.

Havu-Nuutinen, S., & Keinonen, T. (2010). The changes in pupils‘ conceptions of human body based on science, technology and society based teaching. Journal of Baltic science education, 9(3), 212-223.

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.

Hollis, C., Morriss, R., Martin, J., Amani, S., Cotton, R., Denis, M., & Lewis, S. (2015). Technological innovations in mental healthcare: harnessing the digital revolution. The British Journal of Psychiatry, 206(4), 263-265.

Hwang, G. J., & Wu, P. H. (2014). Applications, impacts and trends of mobile technology-enhanced learning: a review of 2008-2012 publications in selected SSCI journals. International Journal of Mobile Learning and Organisation, 8(2), 83-95.

Iskrenovic-Momcilovic, O. (2020). Contribution of using mobile application on botanical fieldwork in primary school. Interactive Learning Environments, 1-13.

Jeno, L. M., Grytnes, J. A., & Vandvik, V. (2017). The effect of a mobile-application tool on biology students‘ motivation and achievement in species identification: A Self-Determination Theory perspective. Computers & Education, 107, 1-12.

Karasová, M. (2021). Digitálne kompetencie učiteľa primárneho vzdelávania. Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok, 20(5), 262-270.

Kim, H., & Kwon, Y. (2012). Exploring smartphone applications for effective mobile-assisted language learning. Multimedia-Assisted Language Learning, 15(1), 31-57.

Kenny, R. F., Van Neste-Kenny, J. M., Park, C. L., Burton, P. A., & Meiers, J. (2009). Mobile learning in nursing practice education: Applying Koole‘s FRAME model.

Koole, M. L. (2009). A model for framing mobile learning. Mobile learning: Transforming the delivery of education and training, 1(2), 25-47.

Krathwohl, D. R. (2002). A revision of Bloom‘s taxonomy: An overview. Theory into practice, 41(4), 212-218.

Kukulska-Hulme, A. (2006). Mobile language learning now and in the future. In. Från vision till praktik: Språkutbildning och Informationsteknik (From vision to practice: language learning and IT). Sweden: Swedish Net University (Nätuniversitetet), pp. 295-310.

Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students‘ conception of collaboration, communication, complex problem-solving, meta-cognitive awareness and creativity. International Journal of Mobile Learning and Organisation, 8(3-4), 276-291.

Laktišová, P., & Sršníková, D. (2017). Mobilná aplikácia vo vyučovaní anglického jazyka: risk alebo zisk?. CASALC Review, 6(3), 44-44.

Lang, K. R., & Jarvenpaa, S. (2005). Managing the paradoxes of mobile technology. Information systems management, 22(4), 7-23.

Laouris, Y., & Eteokleous, N. (2005). We need an educationally relevant definition of mobile learning. In Proceedings of mLearn (Vol. 2005).

Lau, R. W., Yen, N. Y., Li, F., & Wah, B. (2014). Recent development in multimedia e-learning technologies. World Wide Web, 17(2), 189-198.

Mišianiková, A., Hubeňáková, V., KireŠ, M., Babinčáková, M., Šveda, D., & Šafárik, P. J. (2021, November). Assessment of Digitalization in Primary and Secondary Schools by SELFIE Survey as a part of School Leaders Training. In 2021 19th International Conference on Emerging eLearning Technologies and Applications (ICETA) (pp. 252-258). IEEE.

Mullis, I. V., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website.

Nagy, T., Nagyová, S., & Mišúrová, P. (2013). Vplyv digitálnych technológií na záujem žiakov o predmet. Biológia, Ekológia, Chémia, 17(4).

Nagyová, S. (2016) Miskoncepcie žiakov z oblasti biológie. In Held Ľ. et al. (2016) Východiská prípravy prírodovedného kurikula pre základnú školu 2020 I. K aktuálnemu stavu prírodovedného vzdelávania. Trnava: Trnavská univerzita, 2016. ISBN 978-80-8082-993-3.

Ng, W. (2015). New digital technology in education. Switzerland: Springer.

Nikolopoulou, K. (2019). Motivation and mobile devices‘ usage at school: Pupils‘ opinions. American Journal of Education and Information Technology, 3(1), 6-11.

Nunnally, J. C., & Bernstein, I. H. (1978). Psychometric theory mcgraw-hill new york. The role of university in the development of entrepreneurial vocations: a Spanish study, 387-405.

O‘Malley, C., Vavoula, G., Glew, J. P., Taylor, J., Sharples, M., & Lefrere, P. (2003). MOBIlearn WP4-Guidelines for learning/teaching/tutoring in a mobile environment. Retrieved February, 14, 2007.

OECD Publishing. (2020). PISA 2018 results (volume V): Effective policies, successful schools. Organisation for Economic Co-operation and Development OECD.

Orr, G. (2010, April). A review of literature in mobile learning: Affordances and constraints. In 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education (pp. 107-111). IEEE.

Osborne, J., & Hennessy, S. (2003). Literature review in science education and the role of ICT: Promise, problems and future directions (Vol. 6). London: Futurelab.

Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia-Social and Behavioral Sciences, 28, 937-942.

Peat, M., & Fernandez, A. (2000). The role of information technology in biology education: an Australian perspective. Journal of Biological Education, 34(2), 69-73.

Pinkwart, N., Hoppe, H.U., Milrad, M. & Perez, J. (2003) Educational scenarios for the cooperative use of Personal Digital Assistants. Journal of Computer Assisted Learning, 19, 3, 383-391.

Prokop, P., & Fančovičová, J. (2006). Students‘ ideas about the human body: Do they really draw what they know? Journal of Baltic Science Education, (10).

Quinn, C. (2000). mLearning: Mobile, Wireless, In-Your-Pocket Learning. LiNE Zine. Fall.

Rea-Ramirez, M. A., & Clement, J. (1997). Article Title: Conceptual Models Of Human Respiration And Alternative Conceptions [That Present Possible Impediments To Students‘ Understanding].

Reiss, M. J., & Tunnicliffe, S. D. (2001). Students‘ understandings of human organs and organ systems. Research in Science Education, 31(3), 383-399.

Rikala, J. (2015). Designing a mobile learning framework for a formal educational context. Jyväskylä studies in computing, (220).

Schulz‐Zander, R., Büchter, A. & Dalmer, R. (2002). The role of ICT as a promoter ofstudents‘ cooperation. Journal of Computer Assisted Learning, 18(4), 438-448.

Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education?. Computers & Education, 44(3), 343-355.

Solvang, L., & Haglund, J. (2018). GeoGebra in physics education. In 10th International Conference on Education and New Learning Technologies, Palma, Spain. 2-4 July, 2018. (pp. 9667-9674). IATED.

Suárez, Á., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018). A review of the types of mobile activities in mobile inquiry-based learning. Computers & Education, 118, 38- 55.

Šponiar, M., & Brestenská, B. (2015). Mobilné zariadenia vo vyučovaní prírodných vied-faktory výberu zariadenia a implementačné koncepcie. Zborník z 3. národnej konferencie učiteľov chémie, 45. Štátny pedagogický ústav. (2015). Inovovaný ŠVP pre 2. stupeň ZŠ.

Tomková, V. (2011). Videokonferenčný systém ako inovačný prvok vo vzdelávaní. Edukacja-Technika-Informatyka, 2(2), 173-178.

Wheeler, S., Waite, S. & Bromfield, C. (2002). Promoting creative thinking through the useof ICT. Journal of Computer Assisted Learning, 18(3), 367-378.

Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & education, 59(2), 817-827.

Yang, H.-C., & Chang, W.-C. (2017). Ubiquitous Smartphone Platform for K-7 Students Learning Geography in Taiwan. Multimedia Tools and Applications, 76, 11651-11668.

Yap, B. W., & Sim, C. H. (2011). Comparisons of various types of normality tests. Journal of Statistical Computation and Simulation, 81(12), 2141-2155.

We use cookies to analyse our traffic. More information