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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11 Sep 2017
TL;DR: The model of the approach takes into account the different context dimensions in order to provide learners with a content format adapted to their contexts and is called Smart Enhanced Context-Aware for Flipped Mobile Learning: SECA-FML.
Abstract: Today, thanks to the development of mobile technologies, mobile learning has become widespread. New methods of mobile learning have emerged; we have heard lately by the flipped classroom. This method involves reversing the task traditionally performed in class with the task traditionally performed at home. When we talk about mobile learning, we are talking about a learner who learns in a mobile context and in different situations. Hence, the need for adapting educational content and contextual mobile learning becomes critical. Several research studies have been performed taking into account the context notion. According to our research few scientific works have been proposed taking into account the context in the flipped classroom. In this paper, we present the model of our approach, called Smart Enhanced Context-Aware for Flipped Mobile Learning: SECA-FML. This approach takes into account the different context dimensions in order to provide learners with a content format adapted to their contexts.
1 citations
29 Nov 2018
TL;DR: In this article, the impact of WhatsApp mobile instant messaging service on the enhancement of the instructional interaction was investigated. But, the authors did not identify the challenges of using this application as a mobile learning tool.
Abstract: 388 Sustainable Development through Arabic and Islamic Studies THE IMPACT OF WHATSAPP ON INTERACTION IN LANGUAGE TEACHING COURSE Fathima Shameera Abdul Wahid , Fathima Nadhira Abdul Kuddoos , Fathima Shafrana Abdul Wahid (3) 1 BA (Hons) in ICT, South Eastern University of Sri Lanka, 2 BA, South Eastern University of Sri Lanka, 3 3rd year, Faculty of Islamic Studies & Arabic Languages, SEUSL shameerawahid77@gmail.com Abstract This paper aimed to interrogate the impact of WhatsApp mobile instant messaging service on the enhancement of the instructional interaction. The near ubiquitous access of mobile technology has attracted the attention of educators to seek ways to become more efficient and effective in their efforts to prepare their students for the demands and challenges of a globally competitive society through utilizing mobile technology as educational tools. Also, identify the challenges of using this application as a mobile learning tool. The data was collected using semi-structured interviews and an analysis of the postings on WhatsApp platform. In conclusion, WhatsApp platform offers a space for communicating, expressing ideas and exchanging information anytime and anywhere. However, expenses involved in WhatsApp use, extra workload, distraction to learning and lack of students’ commitment for effective participation were identified as the greatest challenges of effective WhatsApp use for learning purposes.
TL;DR: It was concluded that ATU had a direct impact on BIU and PU was the responsible factor for participants who had a mixed ATU.
Abstract: This study aimed to qualitatively investigate the factors that influence teachers' behavioral intention to use mobile technology (BIU) for language teaching employing the original technology acceptance model (TAM) as a framework. Semi-structured interviews were conducted with 28 Arabic and English teachers. The study results revealed that there were several external variables influencing teachers' behavioral intention to use mobile technology. It was also found that participants had mixed levels of perceived ease of use (PEOU), perceived usefulness (PU), and attitude toward use (ATU). Moreover, it was concluded that ATU had a direct impact on BIU and PU was the responsible factor for participants who had a mixed ATU.
01 Sep 2018
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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