Mobile Messages as a Tool to Stimulate Learning Activities

Abstract

Mobile learning (m-learning) is gaining significance. It has the potential to provide interesting and relevant learning experiences to learners. Firms and education institutes explore the use of mobile devices to facilitate teaching and apprehension. This study proposes to use one of the simple functions of mobile phones, i.e. text messaging, as a tool to stimulate learners to access course materials. This study also examines whether users' personalities influence their reactions to learning via text messaging. Specifically, we used a personality instrument, Myers-Briggs Type Indicator (MBTI), to categorise learners. We conducted an experiment with 78 students, who received text messaging to remind them to access lecture materials for two weeks. We found that extroverts more often followed text messages to participate in discussion learning activities than introverts, and students of a judging type who liked well-defined learning schedules often followed the text messages to work on their learning schedules. A learner's personality does have an effect on the amount of learning they are prepared to participate in, when they respond to mobile text messaging.