Abstract—An interactive learning environment using mobile devices could help deliver knowledge in an effective manner but there are also some significant challenges in implementing this form of learning. In this research, we surveyed 175students enrolled in three different computer science subjects to gather their perceptions about the use of mobile devices in lectures. The students’ feedback was then subjected to a qualitative analysis. Unlike previous studies that focus only on the strengths and weaknesses, this study also focuses on the threats that hinder good mobile learning opportunities resulting from this intervention. The results indicate that mobile device usage in lectures can improve students' learning experiences, once technological and pedagogical issues have been successfully addressed. Here, the technological aspects included various factors like connectivity; infrastructure and technical support while pedagogical issues included factors like designing the course materials to suit the blended learning mode and the possibilities of active and collaborative learning. Some recommendations are outlined to capitalize on the advantages and mitigate the disadvantages provided by the use of mobile devices in lectures. This research makes a contribution to knowledge that can help both educational institutes and researchers in the area of computer-aided education.

Index Terms—Lectures, learning computing, mobile devices,qualitative analysis.

W. Alsaggaf, M. Hamilton, and J. Harland are with school of Computer Science and Information Technology at RMIT University, Melbourne, VIC,Australia (e-mail: omafaf@hotmail.com, Margaret.hamilton@rmit.edu.au,james.harland@rmit.edu.au ).

Cite: Wafaa Alsaggaf, Margaret Hamilton, and James Harland, "Mobile Learning in Computer Science Lectures," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 2, no. 6, pp. 493-497, 2012.