Narges Saedi - Allame Tabataei University, Tehran, Iran
Abbas Taghizade - Tarbiat Modares University, Tehran, Iran
Javad Hatami - Tarbiat Modares University, Tehran, Iran

Background Mobile devices, specifically smartphones and tablets, are aimed to change learning and teaching methods innovatively. The purpose of this study was to investigate the effect of mobile learning applications on high-level cognitive skills. Methods This quasi-experimental study with a pretest-posttest design and a control group was performed among all female students of the ۱۰th grade of math-physics branch of district ۱۰ of Tehran (n = ۳۰) during ۲۰۱۶ - ۲۰۱۷. The participants were selected using the convenience sampling method and randomly assigned into experimental and control groups. The research tools were Heppner-Peterson Problem Solving Inventory (۱۹۸۲) and Cassidy-Long Problem Solving Style Inventory (۱۹۹۶). Learning content (statistical lesson) were presented via a mobile application named “GeoGebra” during eight ۱-hour sessions, while the control group participated in a lecture-based classroom. Before starting the course, a pre-test was performed in both groups, and after passing eight ۱-hour sessions, a post-test was carried out in both groups. The data were analyzed using analysis of covariance in SPSS version ۲۰. Results The results showed a significant difference between the groups in terms of problem solving abilities (F = ۲۹.۷۷, P < ۰.۰۰۱) and problem solving style (F = ۲۵.۷۲, P < ۰.۰۰۱), in favor of the experimental group, reflected the positive effect of the intervention on the experimental group. Conclusions Considering that mobile learning applications have a positive effect on students' high-level cognitive skills, teachers are recommended to use this method in their classrooms.

Distance Education, Electronic Learning, Mobile Learning Applications, High-Level Cognitive Skills, Problem-Solving