Mobile microlearning platforms have increased over the years. Literature shows that platforms use specific instructions or media, such as videos or multiformat materials (e.g., text, audio, quizzes, hands-on exercises). However, few studies investigate whether or how specific design principles used on these platforms contribute to learning efficacy. A mobile microlearning course for journalism education was developed using the design principles and instructional flow reported in literature. The goal of this formative research was to study the mobile microcourse’s learning efficacy, defined as effectiveness, efficiency, and appeal. Learners’ knowledge before and after the mobile microcourse was analyzed using semistructured questionnaires as well as pretests and posttests to measure differences. The results indicate that learners of this mobile microcourse had an increase in knowledge, more certainty in decisions about practical applications, and an increase in confidence in performing skills. However, automated feedback, timed gamified exercises, and interactive real-world content indicate room for improvement to enhance effective learning.

多年来，移动微学习平台已经增加。文献表明，平台使用特定的指令或媒体，例如视频或多种格式的材料（例如，文本，音频，测验，动手练习）。但是，很少有研究调查这些平台上使用的特定设计原理是否或如何有助于学习效果。利用文献报道的设计原则和教学流程，开发了用于新闻教育的移动微学习课程。这项形成性研究的目的是研究移动微课程的学习功效，定义为有效性，效率和吸引力。使用半结构化问卷以及前测和后测来分析移动微课程前后的学习者知识，以测量差异。结果表明，该移动微课程的学习者增加了知识，对实际应用的决策更有把握，并且对表演技能的信心也有所提高。但是，自动反馈，定时的游戏练习和交互式的真实世界内容为改进有效学习提供了改进的空间。