Do mobile learning devices enhance learning in Higher Education anatomy classrooms?

Kate Wilkinson, Phil Barter

Research output: Contribution to journalJournal Articlepeer-review


Recently there has been an increased volume of research and practice of mobile Learning (mLearning) and in particular of the tablet device. The question of how, when and where to best incorporate the tablet device into the learning environment in Higher Education remains largely unanswered. The article presents the findings of an empirical study that examined the effect of integrating mobile learning tablet devices into first year University anatomy seminars in a group of Sport and Exercise students. Data on student achievement, attendance and feedback was collected over two academic years and two cohorts, comparing seminar groups taught with tablet devices (iPads) integrated with traditionally taught anatomy seminars. The results indicate that the iPads had a positive effect on attendance, achievement and retention, highlighting the need for a framework as to how the tablet should be incorporated to maximise the learner experience. This article offers insight into the implications of successful mLearning using tablets and into how we, as educators might use the tablet device as a tool to provide a more engaging, successful learning environment which positively impacts on student achievement and independent truly mobile learning outside of the classroom.
Original languageEnglish
Pages (from-to)43-50
Number of pages8
JournalProceedings of the 11th International Conference on Mobile Learning 2015, ML 2015
Issue number1
Publication statusPublished - Sept 2015
Externally publishedYes


  • Anatomy
  • Engagement
  • Higher Education
  • IPad
  • Mobile learning
  • Tablet


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