Mobile technology’s ubiquity has caused a shift in how students learn and how pedagogy can take place. Educators have the potential to engage students more fully in the modern educational environment, by making learning content and interactions accessible via mobile devices, both within and outside of the classroom. There is a need to leverage the learning science literature on learner engagement to identify the most effective means of utilizing mobile and online technology to engage learners. Utilizing foundational engagement theory, this paper presents an Applied Model of Learner Engagement, including the individual, task and environmental factors that influence how likely a student is to become engaged in learning content. Based on this model, we present instructional interventions that educational practitioners can utilize to more effectively engage learners, as well as best practice guidance for achieving this, with mobile and online learning technology, in the modern educational environment.

Many pilots utilize portable electronic flight bags (EFB) as supplemental sources of information on the flight deck. Because EFB applications often obtain data from different sources than the certified systems displayed in the aircraft panel, there is a potential for the EFB and onboard systems to simultaneously show pilots information that conflicts. As manufacturers explore integrating uncertified EFB information into the aircraft panel, there is a need to understand the impact of information conflicts on pilot response. A simulation study with Boeing 737 pilots was conducted to examine how level of integration of uncertified information into the aircraft panel impacts pilot response to information conflicts between an uncertified EFB source and approved sources of information on the flight deck. The results indicate that as uncertified EFB information became more integrated into the panel, participants were more likely to both detect and investigate information conflicts between approved and uncertified sources.