Queenie P. S. Law^1,, Henry C. F. So¹, Joanne W. Y. Chung¹

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.

self-efficacy, social skills, collaborative learning, knowledge of mobile apps