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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01 Dec 2015
TL;DR: A detailed evaluation of context-aware mechanisms to improve cognitive load of users in mobile learning platforms is carried out in this article, where different evaluation criteria are identified and discussed followed with a detailed assessment on the recent existing works of contextaware algorithms.
Abstract: The use of mobile devices for learning is prominent nowadays. Mobile learning has become an essential part to enhance today's learning style. However, technologies still lack abilities to fully understand human reaction and comprehend their cognitive processes to be able to interact with them and deliver the right amount of contents. Therefore, one research scope is having devices which can sense and acknowledge user context information according to the individual's cognitive load. The purpose is to seriously engage a learner with learning materials with an appropriate speed of information flow, within the mobile device without constraints of time, locations, and device restrictions. In this paper, a detailed evaluation of context-aware mechanisms to improve cognitive load of users in mobile learning platforms is carried out. Different evaluation criteria are identified and discussed followed with a detailed assessment on the recent existing works of context-aware algorithms. Identified open challenges and research directions for using context-aware information to improve mobile learning are presented.
5 citations
01 Jan 2016
TL;DR: It was revealed that, for prospective teachers, connecting to the Internet via mobile phones is not very common and even significantly less common than doing so via laptops, and a need to raise awareness among prospective teachers about the mobile learning potential of mobile phones in general and in-class use of laptops in particular.
Abstract: This research study investigated the prospective teachers’ purposes of using mobile phones and laptops, as well as the significant differences across genders and grades. Furthermore, the frequency of connecting to Internet via both mobile devices was investigated comparatively. The study was designed based on cross-sectional survey and casual-comparative methodologies in order to first determine specific characteristics of the relevant population, and to determine the possible causes for differences in terms of variables investigated. A total of 650 prospective Turkish teachers participated in the study. The results point out that, compared to mobile phones, laptops were used more frequently for various purposes, particularly the educational ones. However, in-class use of both laptops and mobile phones for educational purposes was not very common. Mobile phones were used less for educational purposes, but more for communication and entertainment purposes. Though there were statistically significant differences in terms of some purposes, given the lack of practical significance, both male and female prospective teachers can be said to use mobile phones and laptops for various purposes with similar frequencies. The same was also true for the grade variable: all prospective teachers from first to fourth years used mobile phones and laptops for various purposes with similar frequencies in practice. The present study also revealed that, for prospective teachers, connecting to the Internet via mobile phones is not very common and even significantly less common than doing so via laptops. The findings in general suggested a need to raise awareness among prospective teachers about the mobile learning potential of mobile phones in general and in-class use of laptops in particular.
5 citations
Cites background from "Effects of presentation mode on mob..."
...592), laptops are also considered as a common mobile learning device [26, 40–42]....
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01 Jan 2015
TL;DR: This paper analyzed students' meanings and interpretations of the foreign language in their written ideas that emerged in the process of written and phonetic transcriptions of a verbatim sample chosen from the Internet.
Abstract: Students’ perceptions of English as a foreign language (EFL) were studied in 20 final papers written by 44 students for the undergraduate course of English Phonetics and Phonology taught at a university in Bogota, Colombia in four cohorts. Using qualitative content analysis (QCA), this study analyzes students’ meanings and interpretations of the foreign language in their written ideas that emerged in the process of written and phonetic transcriptions of a verbatim sample chosen from the Internet. These meanings were represented in the students’ words, ideas, and symbols to construe the new language and to make sense out of it. The 20 final papers are considered primary data in this particular study; the data of the instructor and a post-experience survey are classified as secondary data. These data served to contextualize the participants’ perceptions in their final papers and to validate students’ experiences and environmental reality of the foreign language. The role of the instructor is indirectly questioned, as the final papers are the result of a teaching-learning practice which was created and implemented by the instructor in two
4 citations
01 Nov 2019
TL;DR: In this article, the authors inspect the impact of information and communication technologies (ICTs) while attempting to learn from real-time university classroom lectures, and find that a large number of students use mobile phones during lectures and tutorials.
Abstract: The purpose of the present study was to inspect the impact of information and communication technologies (ICTs), while attempting to learn from real-time university classroom lectures. The numerous adoptions of mobile phones are one aspect of ICT pleasant appearance. Mobile usage is banned in most classrooms globally. However, students still use them during their lectures and tutorials. It is anticipated that this usage is askew from the motivation of the lectures and classrooms. Synchronizing students' mobile usage in classrooms with the incentives of their academic activities remains a significant avenue of research. A sample of undergraduate nd graduate Computer Science (CS) students and another sample of undergraduate and graduate English literature students were surveyed to establish their frequency of mobile ICT use in the classrooms and the students' motivations and basis for undertaking those activities unrelated to classrooms culture, in UMT Lahore, Pakistan. In spite of mobile usage being banned in class rooms, it was determined that a large number of students use mobile phones during lectures and tutorials. This study helped to revamp classroom activities, to actively involve digital technologies to lend a hand in valuable coalition with the learning outcomes and widen the student learning awareness.
2 citations
Cites background from "Effects of presentation mode on mob..."
...The use of mobile phones in educational contexts is referred to as Mobile Learning (m learning), which equips students to contribute instantly to academic activities with real implications [5]....
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01 Jan 2016
TL;DR: In this paper, the authors evaluated the efficiency of using the instant messaging service WhatsApp Messenger for establishing a writing exchange between intermediate level French Foreign Language students, and found that participants using mobile devices in the exchange show a good performance.
Abstract: Computer Assisted Language Learning has rapidly evolved in the last few years and Mobile Assisted Language Learning is a good example of the new educational trends. On the one hand, this paper analyzes the viability of using the instant messaging service WhatsApp Messenger for establishing a writing exchange between intermediate level French Foreign Language students. On the other hand, and after confirming its viability, this paper evaluates the efficiency of this exchange in developing writing skills of participants after a working period of 12 weeks. The results indicate that participants using mobile devices in the exchange show a
2 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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