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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.
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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Citations
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Journal ArticleDOI
TL;DR: This study shows that interaction effects on M-learning concentration existed between environment and posture and a quiet environment and a sitting posture enable learners to concentrate better, and no interaction effectson M- learning achievement existed between Environment and posture, while environment and stance alone had a significant effect on learning achievement.
Abstract: Mobile learning (M-learning) is currently popular. Although M-learning has a positive effect on the interest, attitude, initiative, and learning of learners, it comes with the negative effect of di...

17 citations

Journal ArticleDOI
TL;DR: In this paper, the authors discuss the development of second/foreign language learning over the past two decades using multimedia input (e.g., text, images, audio, animation, and captions/subtitles).
Abstract: Multimedia technology has been advancing the development of second/foreign language learning over the past two decades. Multimedia input (e.g. text, images, audio, animation, and captions/subtitles...

15 citations

Journal Article
TL;DR: The results showed that participants’ integration of m-learning varies and tends to focus on select activities, but participants recognized m- learning as a valuable learning approach with potential to enrich the teaching and learning process and enhance flexibility.
Abstract: In this qualitative study, faculty members’ perceptions of the integration, affordances, and challenges of mobile learning were investigated through semi-structured interview s. The results showed that participants’ integration of m-learning varies and tends to focus on select activities. At the same time, participants recognized m-learning as a valuable learning approach with potential to enrich the teaching and learning process and enhance flexibility. A lack of knowledge and skills, deficiencies in training and supports, problems with Internet connection, a digital divide among students, learning disruption, and a lack of awareness about the utility of m-learning were identified challenges that hinder current integration of m-learning.

12 citations


Cites background from "Effects of presentation mode on mob..."

  • ...Integrating m-learning has the power to benefit education in many ways (Chen et al., 2012; Kukulska-Hulme, 2009; O'Bannon & Thomas, 2015; Pegrum et al., 2013; Pollara, 2011; Song, 2007; Wang, Shen, Novak, Pan, 2009)....

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  • ...According to Chen et al. (2012), all traditional classrooms on university campuses can be converted to digital computer labs through available and cost effective mobile devices....

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Journal ArticleDOI
TL;DR: The results revealed that students use MT in a variety of ways, and they perceive it as primary valuable tools to supplement their learning, however, the nature of MT use is unpretentious in scope.
Abstract: This study investigated students' actual use of mobile technology (MT) as a learning tool and identified their perceptions towards the effects of using MT on the learning process. It also examined the impact of students' academic major on their use and perceived effects of MT. The relationship between MT use and its effect on learning was explored as well. To this end, a quantitative study of professional diploma students' perceptions of MT was carried out. The results revealed that students use MT in a variety of ways, and they perceive it as primary valuable tools to supplement their learning. However, the nature of MT use is unpretentious in scope. The results also indicated that students' academic major significantly impacted their use and perceived effects of MT. In addition, significant correlation was found between the use and effects of MT.

11 citations


Cites background from "Effects of presentation mode on mob..."

  • ...Even on school campuses, the traditional classroom can be trans- formed into a digital laboratory with available and cost effective mobile devices (Chen et al., 2012)....

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30 Jun 2013
TL;DR: The evaluation of the MALL applications, built with the push notification, by a different group of students augments the theory that mobile devices as an enabler of enhanced, personalized and life-long learning paradigm.
Abstract: The pervasive nature of the mobile devices and the wide array of mobile learning applications enables the acceptance of mobile devices as an indispensable component in the current pedagogical learner-centric mode of learning. The term mobile learning is used in different contexts by different researcher universally but this research paper is concerned with both the mobility of the learner and the mobile nature of the devices. Mobile learning applications specially addressed for Language learning typically featured with quizzes, tests, podcast, videocast, flashcards, surveys and polls etc. These features are built-in to the m-learning applications for enhancing the English Language skills of EFL students. The learning content and the exercises focussed on improvising EFL students grammar, pronunciation, listening, speaking, reading, writing and vocabulary skills. The students can be engaged with learning activities as long as they are updated with new lessons, exercises and learning objects like podcast and videocast. The generic existing model of mobile assisted language learning (MALL) applications are normally supported with 'pull' model where the learner has to make the request to the server for ensuring the availability of the new learning content, test results, new exercises, feedback, blogs, forum opinions, messages from the instructor and their fellow learners. This model decreases the motivation of the students in enhancing their language skills and the duration they spend for improvising these skills through mobile devices. This paper address the need for designing m-learning applications with 'push' model using Push Notifications by Android, iOS, Blackberry, Windows Phone and other mobile platforms. The evaluation of the MALL applications, built with the push notification, by a different group of students augments the theory that mobile devices as an enabler of enhanced, personalized and life-long learning paradigm.

11 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.

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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Journal ArticleDOI
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

Journal ArticleDOI
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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Journal ArticleDOI
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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