By evolution of science and technology and appearance of new learning theories, there are new approaches in science and learning, equally active and new ways of learning. The application of active and new ways of learning make learners learn self-learning, meaningful learning, and self-controlled learning. The purpose of this study is investigating the effect of mobile learning based on Gagnie's instructional design on students' self-regulation skills and learning.
A quasi-experimental study with pretest- posttest and control group was applied. The statistical population in this study includes all the students who were majoring in educational technology in Arak University. The sample consists of students taking the course of "Introduction to Computer Skills". Convenience sampling was used in this study. The sample size was 34 students. After checking their experiences and familiarity with computer-based technology, they were taught the initial baseline skills. Then they were randomly divided into two groups with 17 participants. The content was designed and developed based Gagne's instructional design model and was administrated by the SHAREit and Telegram application for twelve sessions to the mobile group students. Pintrich and DeGroot's self-regulation questionnaire was utilized that contains two subscales of cognitive strategies (rehearsal, elaboration, organization and critical thinking) and metacognitive strategies (planning, monitoring and regulation) and teacher made test was used for assessing learning. Covariance analysis was used for inferential analysis of data.
The results showed that mobile learning based on Gagnie's instructional design increase students' self-regulation skills and learning.