In recent years, mobile devices have become an indispensable part of everyday life. Today’s learners belong to generations growing up in close contact with modern technologies and are therefore well acquainted with their use. In education, two approaches related to mobile devices have emerged: mobile learning (m-learning) and BYOD (Bring Your Own Device). In the field of chemistry, the use of ICT is already widespread, particularly in the form of animations and 3D models. However, the use of learners’ own mobile devices, at least in Slovenia, has not yet been sufficiently investigated. The purpose of this study was to carry out a systematic literature review of the use of mobile devices in chemistry education, following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Articles were searched in two databases, i.e. Scopus and Web of Science, and assessed using inclusion and exclusion criteria. Based on the systematic review, a model for using mobile devices to support teaching and learning chemistry content was developed. The results of this study may be used by current and future teachers in different subjects that include chemistry content.
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