Mobile Learning Strategy Study Using Mapping-concept And Multiple Asessment Methodologies In Architecture Design Courses

The effects of mobile learning (M-learning) strategies applied in architecturedesign course teaching and learning were investigated in this paper. M-learning onone hand can be seen as a complement of the traditional semester learning system,on the other hand can adapt to the students’ technology-aided learning customs. Inthe paper, concept mapping strategy and multi-assessment strategy were adopted toverify the effectivity of M-learning in architecture course. In the experiment,students were divided into three groups, group one uses concept mapping strategy,group two uses multi-assessment strategy, while group three adopts traditionalteaching and learning manner; all the students have the same topic “Chen Jinbadminton gym design”, and at the end of the course, they were asked to submit apiece of their course achievement. The experiment has two periods, pre-test beforethe course starts and post-test after the course. Specified questionnaire was designedfor the architecture course, and Likert learning scale was used to assess students’learning achievement, learning motivation, self-efficiency and cognitive load,statistical software SPSS17.0was applied to obtained the independent samplet-testing and pair t-testing of pre-test and post-test periods.The results showed that, on the performance of learning achievement, conceptmapping group got a higher score, while multi-assessment group and control groupthat receive traditional education obtained a lower score; In the pre-test period,students’ learning motivation, self-efficiency and cognitive load have no visibledifference; and in the post-test period, on the performance of learningmotivation,experimental groups and control group had no visible difference, whichindicated that: all adopted M-learning strategies had no effect on learningmotivation; on the aspect of self-efficiency, concept mapping group and controlgroup had no visible deviation, while multi-assessment group and contro group had,in conjunction with average score, multi-assessment strategy raised students’self-efficiency; on the performance of cognitive load, concept mapping groupreduced cognitive load compared to that of control group, however,multi-assessment group and control group had no visible difference. In summary,concept mapping strategy has a better performance in architecture teaching, thus canbe spread at the right time.