Barbara Kaskosz, University of Rhode Island Doug Ensley, Shippensburg University MOBILE MATH APPS: THE SMARTPHONE PARADIGM

SMARTPHONE OWNERSHIP According to the latest Pew Internet and American Life Project, 45% of all American adults own a smartphone – as opposed to 35% a year ago. Ownership is much higher, 66%, in the age group [1] Smartphone owners became the majority of mobile phone users for the first time this year. [8] As of June 2012, 54.9% of U.S. mobile subscribers own smartphones. [6] 2 out of 3 Americans who acquired a new mobile phone in the last three months chose a smartphone instead of a feature phone. [6] The majority of American teens (58%) reported owning a smartphone, compared to roughly a third (36%) of teens saying they owned a smartphone just a year ago. [7] Educause Center For Applied Research reports that a greater percentage of undergraduate students in 2012 (62%) than in 2011 (55%) said they own a smartphone. [4] Nearly twice as many undergraduate students in 2012 (67%) than in 2011 (37%) reported using their smartphone for academic purposes. [4]

SMARTPHONES IN MINORITY GROUPS Pew’s data for the last few years consistently showed higher ownership of smartphones among minority Americans. That trend is confirmed this year. According to Pew studies [1], 45% of all American adults own a smartphone. Data by ethnicity is as follows: White, non-Hispanic 42% Black, non-Hispanic 47% Hispanic 49% Another 2012 Pew study of mobile phone usage Cell Internet Use 2012 [9], shows that black (64%) and Hispanic (63%) of cell phone owners outpaced their white (52%) counterparts in using their cell phones as Internet portals. This same study also cites that twice as many blacks (51%) and almost twice as many Latino (42%) as white (24%) cell Internet users access the Internet “mostly” via their cell phone.

TABLET OWNERSHIP Tablet ownership among undergraduates has grown significantly over the past year. From about 6% according to a 2011 Pew study, to 15% this year according to Educause [4]. According to the latter research, an additional 12% percent of students own some kind of an e-reader. According to the newest Pew study [10], 25% of American adults own a tablet. Ownership is the highest in the age group.

APPS VS BROWSER CONTENT The recent study from Purdue University (published by Educause, Students Preferences for Mobile App Usage, Educause, September 2012 [3]) shows that students overwhelmingly prefer apps to web-based content. Students list speed and simplicity of navigation as the main reasons for their preference. “Matthew Pistilli, a co-author of the paper and an academic technologies research scientist at Purdue, says this information into user preferences is important because there is little doubt that mobile devices are the future for higher education.” “… there are hidden benefits, too, because instructors and administrators can learn more about which educational approaches are working through data produced by the apps.” "Analytics collected on application use allow an instructor or institution to do several things, such as fine tune the software, promote the use of other apps or simply provide information to students about how they can enhance their class performance.”

ANDROID VS IOS? BOTH! The Educause study [4] finds that 46% of students who own a smartphone use an Android-based phone, 44% the iPhone. Other operating systems are nearly extinct among college students. In the general American population, Android has a much higher advantage over the iPhone, but the two of them together still hold 90% of the market. [6] Targeting Android and Apple iOS (used by iPhone and iPad) separately, originally required coding twice, once in Java, and once in Objective-C. Adobe AIR (Adobe Integrated Runtime), and its programming language ActionScript 3 (AS3), make it possible to target both operating systems from one set of source code. Other popular tools for cross platform development include Corona, Appcelerator, and PhoneGap, but our project uses the Adobe solutions.

Mobile math apps – NSF Precalculus content because this course is a traditional bottleneck for STEM majors. Smartphone content because student usage of these devices should be significantly different than computer- or tablet-based content. Initial development on trigonometry because this topic forms a contiguous block of the precalculus course. Initial development (using Adobe AIR) for Android smartphones because there are fewer issues delivering “experimental” content to these devices than for iPhones. Build out to iPhone platform for subsequent testing. Collect as much user data as possible and correlate usage with performances on in-class assessment tools. Expand content to include more precalculus topics: functions and graphs, logarithms, exponential functions, etc.

Mobile math apps – Prototypes

Mobile math apps – Assessment plan Fall 2012:Pilot testing UnitCircle App only on Android Troubleshoot app delivery, data collection, and interface issues. Pretest on content, math anxiety scale, and cell phone addiction scale – collected for baseline information to form comparable groups of users vs. non-users Posttest used to measure change in content knowledge. Data from app gives success on problems, time on task, time spent in help files, and time spent reviewing problem sets.

Mobile math apps – Assessment plan Spring 2013: Testing trigonometry apps UnitCircle and Triangle Trig apps on Android and iPhone/iPod Touch. Pretest on content, math anxiety scale, and cell phone addiction scale – collected for baseline information to form comparable groups of users vs. non-users Posttest and selected exam questions used to measure content knowledge. Data from app gives success on problems, time on task, time spent in help files, and time spent reviewing problem sets. We expect to see a stronger improvement in the experimental (app users) group than in the control group.

Mobile math apps – Assessment plan Fall 2013: Full Mobile Math Apps suite Add content on Functions/Graphs, Logarithmic Functions, and Exponential Functions Pretest on content, math anxiety scale, and cell phone addiction scale – collected for baseline information to form comparable groups of users vs. non-users Posttest and selected exam questions used to measure content knowledge. Data from app gives success on problems, time on task, time spent in help files, and time spent reviewing problem sets. We expect to see a stronger improvement in the experimental (app users) group than in the control group.

REFERENCES [1] Smartphone Ownership Update: September 2012, Pew Internet and American Life Project, September 2012, [2] Nearly half of American adults are smartphone owners, Pew Internet and American Life Project, March 2012, [3] Students Preferences for Mobile App Usage, Educause, September 2012, preferences-mobile-app-usagehttp:// preferences-mobile-app-usage [4] ECAR Study of Undergraduate Students and Information Technology, 2012, Educause, 2012, [5] Smartphones Account for Half of all Mobile Phones, Dominate New Phone Purchases in the US, NielsenWire, March 2012, purchases-in-the-us/ purchases-in-the-us/ [6] Two Thirds of New Mobile Buyers Now Opting For Smartphones, NielsenWire, July 2012, [7] Young Adults and Teens Lead Growth Among Smartphone Owners, NielsenWire, September 2012, [8] Nielsen Tops of 2012: Digital, NielsenWire, December 2012, digital/ digital/

References – continued [9] Cell Internet Use 2012, Pew Internet and American Life Project, June 2012, Use-2012.aspxhttp://pewinternet.org/Reports/2012/Cell-Internet- Use-2012.aspx [10] 25% of American Adults Own Tablet Computers, Pew Internet and American Life Project, October 2012, [11] Developing for iOS using Flash Professional, by Aditya Bansod, May 2011, [12] AOT or Interpreter, by Kshitiz Gupta, July 2012, [13] Adobe AIR Developer Center, a growing collection of resources for AIR development for Android and IOS, [14] Flash iOS Apps Cookbook, by Christopher Caleb, Packt Publishing, February [15] Flash Development for Android Cookbook, by Joseph Labrecque, Packt Publishing, June 2011.