Effects of presentation mode on mobile language learning: A performance efficiency perspective
01 Feb 2012-Australasian Journal of Educational Technology (Australian Society for Educational Technology)-Vol. 28, Iss: 1, pp 122-137
TL;DR: The study suggested that when using mobile devices as training tools, the provision of written text facilitates the acquisition of information but not the schema construction of the English listening comprehension skill.
Abstract: This study investigated the effects of simultaneous written text on the comprehension of spoken English as a foreign language, when the text is presented with the aid of a personal digital assistant (PDA) as a learning tool. Eighty-seven university students majoring in applied foreign languages were randomly assigned to either listening with auditory materials only, or listening with identical and concurrent written text. Performance efficiency was used to provide a better indicator of the quality of learning. The results revealed that for learners with lower English levels, the presence of concurrent written text elicited higher performance efficiency in the immediate recall task of the English listening comprehension. However, the beneficial effect of the written text did not extend to the subsequent auditory-only passage. The study suggested that when using mobile devices as training tools, the provision of written text facilitates the acquisition of information but not the schema construction of the English listening comprehension skill.
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Journal Article•
TL;DR: Since nearly 60% of MALL implementation studies appear outside of professional journals, in conference proceedings, project reports, academic dissertations, and so forth, locating copies of these publications poses a major challenge in itself.
Abstract: To enhance the information contained in these references, over 90% of the entries are complemented by a brief (~80 word) summary. To the extent that the publication provides such information, each annotation identifies the country of origin of the study, native language (L1) and/or the second or foreign language (L2) involved, the mobile technology used, the learning area(s) targeted, the type of learners, their numbers, the duration of the study, and a summary of the results (i.e., learning outcomes and survey opinions). Since nearly 60% of MALL implementation studies appear outside of professional journals, in conference proceedings, project reports, academic dissertations, and so forth, locating copies of these publications poses a major challenge in itself. For this reason, where possible, links are included to copies of the works cited.
188 citations
TL;DR: It was found that such variables as program/department, grade, gender and possessing a laptop are neutral in causing a practically significant difference in preservice teachers' views, which imply an urgent need to grow awareness among participating student teachers towards the concept of m-learning.
Abstract: The purpose of this research was to investigate preservice teachers' perceptions about using m-phones and laptops in education as mobile learning tools. A total of 1087 preservice teachers participated in the study. The results indicated that preservice teachers perceived laptops potentially stronger than m-phones as m-learning tools. In terms of limitations the situation was balanced for laptops and m-phones. Generally, the attitudes towards using laptops in education were not exceedingly positive but significantly more positive than m-phones. It was also found that such variables as program/department, grade, gender and possessing a laptop are neutral in causing a practically significant difference in preservice teachers' views. The results imply an urgent need to grow awareness among participating student teachers towards the concept of m-learning, especially m-learning through m-phones. [ABSTRACT FROM AUTHOR]
154 citations
TL;DR: It can be concluded that the developed mobile application can be used as an educational tool in teaching English as a second language and young students who may be interested in improving their listening, vocabulary, comprehension and pronunciation skills while learning English asA second language should find this mobile application enjoyable and useful.
Abstract: The topic of this paper is to describe the development of an interactive application that can be used in teaching English as a second language using children's stories in mobile devices. The aim of this experimental study has been to find out the potential of using the developed interactive mobile application in improving the learning skills such as vocabulary, pronunciation, listening and comprehension of the learners of the English language without the help of a teacher. The novelty of the research in this paper has been the use of a speech recognition engine on the mobile phone to identify spoken words of the learner in an attempt to teach correct pronunciation of words. The learning is interactive and it takes place entirely on a mobile phone. In this experimental study 37 voluntary students have participated. A Pre-Test and a Post-Test have been performed to find out the learning abilities of students. The results of the experimental study clearly indicated that English learning skills of young students had higher statistically significant improvements as a result of using the developed application in the experimental group. It can be concluded that the developed mobile application can be used as an educational tool in teaching English as a second language. Young students who may be interested in improving their listening, vocabulary, comprehension and pronunciation skills while learning English as a second language should find this mobile application enjoyable and useful. [ABSTRACT FROM AUTHOR]
62 citations
TL;DR: In this paper, the authors examined the influence of podcasting on the listening comprehension of 46 female Saudi EFL students in higher education and found significant differences between the two groups, favoring the experimental group.
Abstract: Despite recognition that language can best be learned in an authentic context, and a growing emphasis on the importance of using technology to improve listening skills, only limited research in this area exists in a Saudi context. To add to this research, this quantitative study examines the influence of podcasting on the listening comprehension of 46 female Saudi EFL students in higher education. The randomly selected participants were divided into two groups: a control and an experimental group, and given a six week treatment. A T-test and questionnaire were employed, and the results indicate significant differences between the two groups, favoring the experimental group.
55 citations
Journal Article•
TL;DR: This article found that the appropriate type of structure may depend on the learner's level of expertise and that the best instructional designs changed from ones in which diagrams and text were physically integrated to those in which the text was eliminated, indicating that less expert learners using a diagram might require the diagram to be physically integrated with related text based information in order to reduce cognitive load.
Abstract: Cognitive load theory assumes that information should be structured to eliminate any avoidable load on working memory in order to enhance learning. We hypothesized that the appropriate type of structure may depend on the learner's level of expertise. Less expert learners using a diagram might require the diagram to be physically integrated with related text-based information in order to reduce cognitive load. However, the same diagram might be intelligible in isolation by more experienced learners, who might require the elimination of redundant text to reduce cognitive load. The results of three experiments indicated that as level of expertise increased, the best instructional designs changed from ones in which diagrams and text were physically integrated to ones in which the text was eliminated.
48 citations
References
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TL;DR: The revised model differs from the old principally in focussing attention on the processes of integrating information, rather than on the isolation of the subsystems, which provides a better basis for tackling the more complex aspects of executive control in working memory.
6,350 citations
"Effects of presentation mode on mob..." refers methods in this paper
...According to the “Working Memory Model,” proposed by Baddeley (2000) when information is presented to two sensory channels - visual and audio - instead of one, both modalities are activated and the performance of the working memory is enhanced because more information can be processed....
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TL;DR: This article developed a technique for isolating and studying the perceptual structures that chess players perceive and analyzed the size and nature of these structures as a function of chess skill, and used the successive glances at the position in the perceptual task and long pauses in the memory task to segment the structures in the reconstruction protocol.
4,150 citations
"Effects of presentation mode on mob..." refers background in this paper
...Most human cognitive action is driven by the contents of long-term memory (Chase & Simon, 1973)....
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Book•
01 Aug 2005
TL;DR: The Cambridge Handbook of Multimedia Learning as mentioned in this paper is the first handbook devoted to comprehensive coverage of research and theory in the field of multimedia learning, focusing on how people learn from words and pictures in computer-based environments.
Abstract: During the past 10 years, the field of multimedia learning has emerged as a coherent discipline with an accumulated research base that has never been synthesized and organized in a handbook. The Cambridge Handbook of Multimedia Learning constitutes the world's first handbook devoted to comprehensive coverage of research and theory in the field of multimedia learning. Multimedia learning is defined as learning from words (e.g., spoken or printed text) and pictures (e.g. illustrations, photos, maps, graphs, animation, or video). The focus of this handbook is on how people learn from words and pictures in computer-based environments. Multimedia environments include online instructional presentations, interactive lessons, e-courses, simulation games, virtual reality, and computer-supported in-class presentations. The Cambridge Handbook of Multimedia Learning seeks to establish what works (that is, to ground research in cognitive theory), and to consider when and where it works (that is, to explore the implications of research for practice). (http://books.google.fr/books?id=duWx8fxkkk0C&printsec=frontcover&hl=fr#v=onepage&q&f=false)
2,585 citations
TL;DR: In this paper, the authors discuss recent developments in cognitive load theory related to the current view in instructional design that real-life tasks should be the driving force for complex learning, and provide guidelines for future research.
Abstract: Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biological evolution. The article discusses recent developments in CLT related to the current view in instructional design that real-life tasks should be the driving force for complex learning. First, the complexity, or intrinsic cognitive load, of such tasks is often high so that new methods are needed to manage cognitive load. Second, complex learning is a lengthy process requiring learners’ motivational states and levels of expertise development to be taken into account. Third, this perspective requires more advanced methods to measure expertise and cognitive load so that instruction can be flexibly adapted to individual learners’ needs. Experimental studies are reviewed to illustrate these recent developments. Guidelines for future research are provided.
1,731 citations
"Effects of presentation mode on mob..." refers background in this paper
...The purpose of the instruction was to help learners construct schemas in long-term memory (Van Merriënboer & Sweller, 2005)....
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TL;DR: This article found that multimedia learners can integrate words and pictures more easily when the words are presented auditorily rather than visually, which is consistent with a dual-processing model of working memory consisting of separate visual and auditory channels.
Abstract: Students viewed a computer-generated animation depicting the process of lightning formation (Experiment 1) or the operation of a car's braking system (Experiment 2). In each experiment, students received either concurrent narration describing the major steps (Group AN) or concurrent on-screen text involving the same words and presentation timing (Group AT). Across both experiments, students in Group AN outperformed students in Group AT in recalling the steps in the process on a retention test, in finding named elements in an illustration on a matching test, and in generating correct solutions to problems on a transfer test. Multimedia learners can integrate words and pictures more easily when the words are presented auditorily rather than visually. This split-attention effect is consistent with a dual-processing model of working memory consisting of separate visual and auditory channels.
1,303 citations
"Effects of presentation mode on mob..." refers methods in this paper
...…been tested extensively in different subjects using instructions given through multimedia and by incorporating various modes of presentation (Kalyuga, Chandler & Sweller, 1999; Leahy, Chandler & Sweller, 2003; Mayer & Moreno, 1998; Moreno & Mayer, 2002; Mousavi, Low & Sweller, 1995; Sweller, 1993)....
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