| dc.description.abstract | Multiple representations provide learners with a variety of sensual experiences, but it could also lead to increased chances of spilt-attention and degree of difficulty in finding the key information. However, few studies considered the instructional design from the perspective of cognitive load theory in a mobile learning environment. Therefore, the present study investigated the effects of the “types of representations” and “cueing” on learners’ learning behavior, cognitive load, and learning performance in a mobile learning environment on leaf morphology of plants as a function of different versions of the material. The single-factor experiment was used to achieve the purpose. Seventy-five elementary students were randomly assigned to the following three conditions: (1) real plants + text, (2) real plants + audio, and (3) real plants + audio with cueing. During the learning phase, participants’ learning behavior were recorded by video camera. In the test phases, participants’ performance on retention, comprehension and application tests was collected. In addition, their cognitive load was measured in the learning and test phases.
Planned contrasts was used to examine effects of the “types of representations” and “cueing” on learners’ learning behavior, cognitive load, and learning performance. The results of this study are as follows: First, for the effects of the “types of representations” on learners’ learning behavior, cognitive load, and learning performance, participants in the audio condition had more contacts with the plants than participants in the text condition, and the modality effect on retention and application tests was proved. However, no significant difference of cognitive load was found in any phase. Second, for the effects of the “cueing” on learners’ learning behavior, cognitive load, and learning performance, no significant difference of learning behavior, cognitive load, and learning performance was found between the audio condition and the audio with cueing condition. The implications of the results for research and design of mobile learning environments are discussed.
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