Influence of the Mobile Digital Resources (MDR) Conceptual Model in motivation of

disadvantaged students

mRIDGE Project. Using mobile technology to improve policy

Reform for Inclusion of Disadvantaged Groups in Education

PROJECT Number 562113-EPP-1-2015-1-BG-EPPKA3-PI-FORWARD

Manuel CastroProfessor, Fellow IEEE

Industrial Engineering Technical School (ETSII)Spanish University for Distance Education (UNED)

http://www.slideshare.net/mmmcastro/mcastro@ieec.uned.es

http://mridge.dipseil.net/

The European research project mRIDGE

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GLOBAL OBJECTIVE

The design of digital learning resources for mobile devices, toimprove the educational integration of disadvantagedstudents; i. e., groups at risk whose ethnical and culturalfeatures, special needs or socioeconomic status significantlyconstrain their possibilities to receive a suitable education

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SPECIFIC OBJECTIVES

• To analyze users’ needs in different contexts, as well as the current curricula in Bulgaria and Romania

• To design a Mobile Digital Resources (MDR) Model to support the educational features of mobile technology in order to adapt them to the learning conditions of disadvantaged groups of people

• To develop and adapt mobile applications and educational digital resources

The European research project mRIDGE

Partners of the mRIDGE project

• Plovdiv University “Paisii Hilendarski” PU • UNED – Spanish University for Distance Education (Universidad

Nacional de Educación a Distancia) • Ravensbourne Higher Education Institution RAVE• The University of Craiova• Primary school “Geo Milev”, Sadovo• Secondary Vocational School for Children with Hearing

Disabilities “Prof. Stoyan Belinov”, Plovdiv• Special gimnazial school ,,Sf. Minaʺ, Craiova (Mina) Special

School• Regional Industrial Association – Smolyan [RIA - Smolyan] • Plovdiv Municipality.- The “Education Department” of Plovdiv

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Addresees

1. Students at risk of exclusion in Romania and Bulgaria

2. Teachers of these students

Hearing impaired children, students with

musculoskeletal disorder (MSD) and unemployed

people

The MDR (Mobile Digital Resources) model of the mRIDGE project

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It uses mobile devices and digital resources

It provides resources for teachers

It gives freedom and autonomy to students by overcoming limitations

It offers many opportunities to raise interest and

motivation in the long term

It makes students proactively and

enthusiastically accept, by using everything related to

technology, the subject to be studied

Motivation and the mRIDGE MDR Model

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The MDR model

Innovative learning with digital resources

Students take part in their learning

process

Motivation

Active participation

Interest, creativity, fosters self-esteem

Variables studied

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Dependent Variable (DV): Motivation

Independent Variable (IV): Digital Educational Resources

Methodology

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Tool used: • Online questionnaires for teachers and students

• Open Likert-scaled and closed questions

Sample: 49 people:• 40 students• 9 teachers

Results

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Uselful

Participants are satisfied with the MDR model, obtaining in all cases an average of more than 3 on a scale of 4.

Innovating

Teachers consider that the MDR model has promoted socialization and

personal satisfaction of their students.

Active learning

Students think that this system promotes interaction in education as well as an active participation

Increases motivation

Conclusions

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The MDR model fosters among

disadvantaged groups

The MDR model is

The MDR model and motivation

• Self-esteem

• Motivation

• Appealing

• Useful

• Favors learning in students

• Promotes the development of competences

THANK YOU FOR YOUR ATTENDANCE

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Influence of the Mobile Digital Resources (MDR) Conceptual Model in motivation of disadvantaged

students Manuel Castro

Professor, Fellow IEEEIndustrial Engineering Technical School (ETSII)

Spanish University for Distance Education (UNED)http://www.slideshare.net/mmmcastro/

mcastro@ieec.uned.es

http://mridge.dipseil.net/