Learning Performance and Cognitive Load in Mobile Learning: Impact of Interaction Complexity

Autor/inn/en	Wang, Cixiao; Fang, Ting; Miao, Rong
Titel	Learning Performance and Cognitive Load in Mobile Learning: Impact of Interaction Complexity
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 6, S.917-927 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Cixiao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12300
Schlagwörter	Cognitive Processes; Difficulty Level; Electronic Learning; Handheld Devices; Interaction; Plants (Botany); Classification; Decision Making; Learning Processes; Middle School Students; Grade 7; Foreign Countries; Self Efficacy; China + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Interaktion; Pflanze; Classification system; Klassifikation; Klassifikationssystem; Decision-making; Entscheidungsfindung; Learning process; Lernprozess; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Self-efficacy; Selbstwirksamkeit
Abstract	In the increasing pervasiveness of today's digital society, mobile devices are changing the face of education. Students can interact with mobile devices in context-aware environment. This paper presents a mobile application based on expert system (Plant-E) for students to acquire knowledge about plant classification by answering decision-making questions. In order to study effectiveness of Plant-E and cognitive load of students who experience different kinds of interaction in learning process, another mobile application (Plant-G) only providing information pages of plants was developed. A quasi-experiment was conducted with three classes of 137 seventh graders. The three classes, Class A with 46 students using Plant-E in campus, Class B with 44 students using Plant-G in campus, and Class C with 47 students using Plant-G in a traditional classroom, constitute three groups with different interaction complexity. The research conducted pretest, posttest, and delayed test to evaluate learning performance of students in three classes and used a questionnaire to investigate their perceptions and attitudes towards proposed system. Results show that interaction complexity has an impact on students' learning performance and mental effort in mobile learning; the higher the interaction complexity is, the higher mental effort and the better learning performance in mobile learning will be. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01