eng Science and Education Publishing American Journal of Educational Research 2327-6150 2017-01-10 5 1 25 29 10.12691/education-5-1-4 EDUCATION2017514 article Queenie P. S. Law queenielaw@eduhk.hk 1 Henry C. F. So 1 Joanne W. Y. Chung 1 Department of Health and Physical Education, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong This study investigated the impact of a collaborative learning intervention on students' self-efficacy, social skills and knowledge toward mobile apps development. Twenty-nine undergraduate students were recruited for participation in the research study. They participated in a 12-week collaborative learning intervention. The self-efficacy for learning and performance scales from the Motivated Strategies for Learning Questionnaire and Social Skills Inventory were used to evaluate students' self-efficacy in mobile apps development and social skills respectively. A knowledge of mobile apps assessment form was designed to assess a student's knowledge in mobile apps development. The results revealed that students experienced a significant increase in knowledge of mobile apps. However, collaborative learning only has a small positive effect on a student's self-efficacy and social skills. Implications for practice and research are provided for future study. http://pubs.sciepub.com/education/5/1/4/education-5-1-4.pdf self-efficacy social skills collaborative learning knowledge of mobile apps