Mobile App Learning Engagement and Test Scores for 226 Preservice Teachers

226 Japanese preservice teachers used an AI-powered mobile app for memorization tasks. Analysis shows a significant positive correlation (r_s=0.338, p<0.001) between daily app usage rates and scores on a foundational pedagogical knowledge test. The data, published by Hisaya Sudo in 2026, also identifies lower procrastination tendencies and established weekday study habits as predictors of higher engagement.

Use Cases

• Modeling the relationship between mobile app usage frequency and academic test performance based on the reported correlation.
• Identifying predictors of student engagement in mobile learning based on psychological characteristics and study habits mentioned in the description.
• Analyzing the effectiveness of AI-powered memorization tools for foundational knowledge retention in preservice teacher education.

Strengths

• Includes specific statistical results: a correlation coefficient (r_s=0.338) and odds ratios from logistic regression (e.g., OR=2.994).
• Focuses on a defined population of 226 Japanese preservice teachers.
• Examines a concrete educational intervention using an AI-powered mobile app.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment.
• Data reflects a specific geographic and institutional context inherent to the study.

Provenance

Source

figshare

Collection Method

Data collected from a study where 226 preservice teachers used a mobile app, with analysis of app usage logs, test scores, and survey responses.

Time Range

null

Freshness

Last updated 2026-04-30 15:26:55; freshness should be verified.

Geography

Japan (participants were Japanese preservice teachers)