Seamless learning refers to the seamless integration of the learning experiences across various dimensions including formal and informal learning contexts, individual and social learning, and physical world and cyberspace. Inspired by the exposition by Chan et al. (2006) on the seamless learning model supported by the setting of one or more mobile device per learner, this paper aims to further investigate the meaning of seamless learning and the potential ways to put it in practice. Through a thorough review of recent academic papers on mobile-assisted seamless learning (MSL), we identify ten dimensions that characterize MSL. We believe that such a framework allows us to identify research gaps in the stated area. A practitioner interested in adopting an MSL design or doing a new design can use our analysis to situate the dimensional space where the constraints or parameters of his or her design problem lie, and look at relevant design and research-based evidence of other related MSL systems to refine her own design.

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What seams do we remove in mobile-assisted seamless learning? A critical review of the literature

https://ir.nuk.edu.tw/bitstream/310360000Q/10005/2/MSNPostPrint.pdf

The effect of emoticons in simplex and complex task-oriented communication: An empirical study of instant messaging

Instructional benefits of spoken words: A review of cognitive load factors

Effects of emotional cues transmitted in e-mail communication on the emotions experienced by senders and receivers

Is spoken text always better? Investigating the modality and redundancy effect with longer text presentation

Cognitive Characteristics of Face-to-Face and Computer-Mediated Communication in Group Discussion : An Examination from Three Dimensions

The present study had two purposes. One was to examine the prediction that the modality effect on processing text is influenced by subjects' comprehension. The other was to confirm the assumption that this effect arises not only in the processing of each word in texts but also in the processing of the relations between words (comprehension). The same text was presented to 28 good and 28 poor comprehenders at a fixed pace, auditorily or visually. After presentation of the text, subjects answered two kinds of tests, Memory Test and Comprehension Test. The performance on both tests showed superiority of auditory over visual presentation. These results were discussed in terms of a visual disadvantage: visually presented texts are translated into an auditory form and this extra process leads to insufficient processing of a text when the text is difficult for a processor.

Modality effect on text processing as a function of ability to comprehend.

Creativity training in causal inference using the idea post-exposure paradigm: Effects on idea generation in junior high school students☆

The Effect of Presentation Modality on Text Memory as a Function of Difficulty Level

The effect of presentation modality on text memory was reexamined. It was different from that on memory for semantical ly unrelated materials: (1) The effect was obtained only for material difficult to comprehend. (2) Audiovisual presentation was not superior to visual presentation. (3) The effect was not restricted to the recency part of the material. The findings can be accounted for by the assumption of capacity shortage due to automatic translation of visually presented verbal stimuli into an auditory form. They would not be predicted from the assumption of separate precategorical stores with different retention times for auditory and visual input.

Machiko Sannomiya

Papers

Cognitive Characteristics of Face-to-Face and Computer-Mediated Communication in Group Discussion : An Examination from Three Dimensions

Modality effect on text processing as a function of ability to comprehend.

Creativity training in causal inference using the idea post-exposure paradigm: Effects on idea generation in junior high school students☆

The Effect of Presentation Modality on Text Memory as a Function of Difficulty Level

The Modality Effect on Text Processing as a Function of Organization