The purpose of this study was to investigate the impact of mLearning or mobile device practice on the attention and accuracy of student’s use of math concepts, specifically, telling time. A single subject, alternating treatment design was used to compare mLearning to paper and pencil practice in four 3rd grade male students. Results were mixed; two children were observed to be more on-task during the mLearning practice, and two children were observed to perform similarly across both conditions. Additionally, two children performed similarly on correctly completed problems across both conditions, and two children performed better using paper and pencil practice. All students completed more math problems during the paper and pencil practice.

本研究的目的是调查移动学习或移动设备练习对学生使用数学概念（特别是报时）的注意力和准确性的影响。一个单一的主题，交替治疗设计被用来比较四名三年级男学生的移动学习与纸笔练习。结果喜忧参半；观察到两个孩子在移动学习练习期间更专注于任务，并且观察到两个孩子在两种情况下的表现相似。此外，两个孩子在两种情况下正确完成问题的表现相似，并且两个孩子在使用纸笔练习时表现更好。所有学生在纸笔练习中完成了更多的数学题。