The Development of Critical Thinking Skills in Mobile Learning: Fact-Checking and Getting Rid of Cognitive Distortions

Yulia Gavronskaya; Liudmila Larchenkova; Anna Berestova; Valentina Latysheva; Sergei Smirnov

doi:10.23947/2334-8496-2022-10-2-51-68

Authors

Yulia Gavronskaya Department of Chemical and Environmental Education, The Herzen State Pedagogical University of Russia, St. Petersburg, Russian Federation https://orcid.org/0000-0003-4813-3235
Liudmila Larchenkova Department of Methods of Teaching Physics, The Herzen State Pedagogical University of Russia, St. Petersburg, Russian Federation https://orcid.org/0000-0002-5353-938X
Anna Berestova Institute of Clinical Morphology and Digital Pathology, I. M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, Russian Federation https://orcid.org/0000-0002-1571-0852
Valentina Latysheva Department of Sociology, Psychology and Social Management, Moscow Aviation Institute (National Research University), Moscow, Russian Federation https://orcid.org/0000-0002-4316-2363
Sergei Smirnov Department of Philosophy and Sociology, Kazan Federal University, Elabuga Institute, Elabuga, Russian Federation https://orcid.org/0000-0003-0865-0668

DOI:

https://doi.org/10.23947/2334-8496-2022-10-2-51-68

Keywords:

cognitive errors, critical thinking, development of critical thinking, getting rid of cognitive distortions, mobile learning

Abstract

The study aims to reveal the attitude of students and teachers to mobile learning; explore the possibility of developing critical thinking skills in mobile learning; and also evaluate knowledge after a short training course involving the use of mobile technologies in the context of the development of critical thinking. The research relies on an interview and a test. It was attended by 275 people (93 teachers and 182 students). The results showed that 58% of teachers and 55% of students believe that mobile learning does not contribute to the development of critical thinking. The test results showed that the study participants who pre-listened to the course of lectures on their mobile devices did not cope with the questions well enough, and cognitive errors were identified. The research has shown that improving the skills of interpreting, analyzing, evaluating and explaining information can increase the effectiveness of mobile learning. The research is a contribution to the study of various aspects of the impact of mobile learning on students and will be of interest to teachers, students, academic administration, parents, as well as to those who are interested in modern pedagogy and educational psychology.

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