Effects of presentation mode on mobile language learning: A performance efficiency perspective
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TLDR
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.read more
Citations
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References
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Journal ArticleDOI
Cognitive constraints on multimedia learning: When presenting more material results in less understanding.
TL;DR: In this article, the authors showed that concurrent on-screen text can overload the visual information processing channel, causing learners to split their visual attention between two sources and lower transfer performance.
Journal ArticleDOI
Reducing cognitive load by mixing auditory and visual presentation modes
TL;DR: In this paper, the use of a partly auditory and partly visual mode of presentation for geometry worked examples was investigated and the split-attention effect and the effect of presentation modality on working memory was found.
Book ChapterDOI
Implications of cognitive load theory for multimedia learning
Fred Paas,John Sweller +1 more
TL;DR: Cognitive load theory has been one of the theories used to integrate knowledge of human cognitive structures and instructional design principles and its general implications for multimedia learning, specifically, words presented in spoken or written form along with pictures or diagrams are concerned.
Journal ArticleDOI
Managing split-attention and redundancy in multimedia instruction
TL;DR: In this paper, two experiments investigated alternatives to split-attention instructional designs, using computer-based instructional material consisting of diagrams and text, and found that the visual form was redundant and imposed a cognitive load that interfered with learning.
BookDOI
Mobile Learning : A Handbook for Educators and Trainers
TL;DR: An edited book with a dozen international case studies, exploring the field of mobile learning, i.e. the use of portable devices such as cellphones and personal digital assistants for learning in a range of different contexts, and point to new research directions in this emerging field.
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