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Journal ArticleDOI

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.

AbstractThis 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.

Topics: Written language (61%), Active listening (58%), Comprehension approach (58%), Foreign language (55%), Transfer of training (52%)

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Citations
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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.
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174 citations


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Journal ArticleDOI
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Journal ArticleDOI
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44 citations


Journal ArticleDOI
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42 citations


References
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Journal ArticleDOI
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.
Abstract: In 1974, Baddeley and Hitch proposed a three-component model of working memory. Over the years, this has been successful in giving an integrated account not only of data from normal adults, but also neuropsychological, developmental and neuroimaging data. There are, however, a number of phenomena that are not readily captured by the original model. These are outlined here and a fourth component to the model, the episodic buffer, is proposed. It comprises a limited capacity system that provides temporary storage of information held in a multimodal code, which is capable of binding information from the subsidiary systems, and from long-term memory, into a unitary episodic representation. Conscious awareness is assumed to be the principal mode of retrieval from the buffer. 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. In doing so, it provides a better basis for tackling the more complex aspects of executive control in working memory.

6,004 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....

    [...]


Journal ArticleDOI
Abstract: This paper develops a technique for isolating and studying the perceptual structures that chess players perceive. Three chess players of varying strength — from master to novice — were confronted with two tasks: (1) A perception task, where the player reproduces a chess position in plain view, and (2) de Groot's (1965) short-term recall task, where the player reproduces a chess position after viewing it for 5 sec. The successive glances at the position in the perceptual task and long pauses in the memory task were used to segment the structures in the reconstruction protocol. The size and nature of these structures were then analyzed as a function of chess skill.

3,988 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)....

    [...]


Book
01 Aug 2005
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)

2,584 citations


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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.

1,593 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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Journal ArticleDOI
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.

1,245 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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