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Différenciation pédagogique en apprentissage mobile : Effet sur la motivation et la performance des apprenants

Abstract : Mobile Learning enhances pedagogic differentiation and facilitates the individualization of the training process. However, motivation of learners placed in a context of mobile technologies should be taken into account, if we intend to establish that such a pedagogic scenario would lead to better performances. In our study, we analyzed the techno-differentiated learner’s activities and questioned their motivational construct from videotaped classroom activities and WhatsApp posts. Learners manifested a global satisfactory attitude as concern the controlability of the device the engagement in it use. the study also revealed a better performance shown by learners from the experimental group, compared to those of the control group, a low self-efficacy of learners as well as their perseverance in carrying out the activities. The context has an insignificance influence on the way the device is used. Communications are emerging fairly thanks to feedbacks given by learners and despite the absence of conversations. Results obtained also suggest the existence of correlations and thus causality links between the variables analyzing the activity and those addressing motivational construct issues.Key words: Mobile learning, pedagogic differentiation, pedagogic scenario, motivational construct, performance, WhatsApp.
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Submitted on : Tuesday, August 25, 2020 - 9:49:14 AM
Last modification on : Tuesday, August 25, 2020 - 9:49:14 AM


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  • HAL Id : tel-02525702, version 1



Benjamin Nkwanui. Différenciation pédagogique en apprentissage mobile : Effet sur la motivation et la performance des apprenants. Education. Université de Cergy Pontoise, 2019. Français. ⟨NNT : 2019CERG1002⟩. ⟨tel-02525702⟩



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