The impact of supported and annotated mobile learning on achievement and cognitive load

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Network Learning Technology > journal & Dissertation > Item 987654321/107635

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107635

Title:	The impact of supported and annotated mobile learning on achievement and cognitive load
Authors:	黃武元;Shadiev, Rustam;Hwang, Wu-Yuin;Huang, Yueh-Min;Liu, Tzu-Yu
Contributors:	資訊電機學院網路學習科技研究所
Keywords:	Achievement Tests;Annotations;Cognition & reasoning;Cognitive Processes;Control Groups;Conventional Instruction;Cooperative Learning;Difficulty Level;Educational activities;Educational Environment;Educational Technology;Electronic Publishing;English (Second Language);English as a second language;English education;Environmental technology;Experimental Groups;Foreign languages;Handheld Devices;Homework;Junior High School Students;Learning;Learning Activities;Learning experiences;Management;Mobile learning;Multimedia materials;Online education;Pictures;Posttests;Pretests Posttests;Quasiexperimental Design;Second Language Instruction;Second language learning;Semi Structured Interviews;Students;Studies;Study and teaching;Tablet computers;Technology application;Technology Uses in Education;Telecommunications;Textbooks
Date:	2015-01-01
Issue Date:	2026-04-23 14:20:30 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： We designed activities for learning English as a foreign language in a mobile learning environment with familiar authentic support for this study. Students learned at school and then applied their newly gained knowledge to solve daily life problems by first using a tablet to take pictures of objects they wished to learn about, then describing them and sharing their homework with peers. For this study two experiments were carried out in which 59 junior high school students participated. A class of 28 students served as the control group in Experiment 1, and as the experimental group in Experiment 2; a second class of 31 students served as the experimental group in Experiment 1 and as the control group in Experiment 2. In the class serving as the control group, students studied and completed each learning activity using traditional textbooks while the experimental group studied using an electronic textbook and used a learning system installed on tablet PCs. This study investigates the effects of the mobile system on learning achievement and cognitive load. The research resulted in three main findings. First, the experimental students outperformed the control students on post-test items in both experiments. Second, learning activities using the tablet learning system caused less cognitive load for the students than when learning without technological support. Finally, this study found that creating text annotations is very important learning behavior and it predicts learning achievement. Based on these results, several implications along with conclusions and suggestions for future research are suggested at the end of this study. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2015-10-01 出處： Educational Technology & Society, 2015-10, Vol.18 (4), p.53-69 資源來源：華藝CEPS中文電子期刊服務版權： Copyright 2015 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2015 International Forum of Educational Technology & Society 版權： 2015. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201510_18(4).0005
Appears in Collections:	[Graduate Institute of Network Learning Technology] journal & Dissertation

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