Document Type

Book Chapter

Publication Date




Publication Title

Mobile Learning and STEM: Case Studies in Practice




Science learning at the early undergraduate level provides a challenging context with large classes and many complex topics to unpack with the students. The purpose of this qualitative study was to explore: how students use mobile devices for learning in a large, undergraduate classroom; what types of instructional delivery could be used with the devices in this context; and if students were motivated to learn. Classroom observations and semi-structured interviews with the professor were reported and five patterns emerged from these data: connected, personal, multimodal, engaged, and class management. From the overall findings of these data, it would appear that mobile learning can help increase student engagement and motivation in a large, undergraduate, science classroom.


This is an accepted manuscript of a book chapter published by Routledge/CRC Press in Mobile Learning and STEM: Case Studies in Practice on December 10, 2015, available online


0000-0002-4879-0991 (Gregory), 0000-0002-1775-8219 (Crompton)

Original Publication Citation

Gregory, K. H., & Crompton, H. (2015). The relationship between mobile learning, instructional delivery, and student motivation in a large undergraduate science class. In H. Crompton & J. Traxler (Eds.), Mobile Learning and STEM: Case Studies in Practice (pp. 162-172). Routledge.