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Neu, S. “Use of Massively Multiplayer Online Role Play Games by College Students,” The University of the Rockies. 2009.

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Effect of Collaborative Learning on Enhancement of Students’ Self-Efficacy, Social Skills and Knowledge towards Mobile Apps Development

1Department of Health and Physical Education, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong


American Journal of Educational Research. 2017, Vol. 5 No. 1, 25-29
DOI: 10.12691/education-5-1-4
Copyright © 2017 Science and Education Publishing

Cite this paper:
Queenie P. S. Law, Henry C. F. So, Joanne W. Y. Chung. Effect of Collaborative Learning on Enhancement of Students’ Self-Efficacy, Social Skills and Knowledge towards Mobile Apps Development. American Journal of Educational Research. 2017; 5(1):25-29. doi: 10.12691/education-5-1-4.

Correspondence to: Queenie  P. S. Law, Department of Health and Physical Education, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Email: queenielaw@eduhk.hk

Abstract

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.

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