Using Smartphones as Experimental Tools--A Follow-Up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations

Autor/inn/en	Hochberg, Katrin; Becker, Sebastian; Louis, Malte; Klein, Pascal; Kuhn, Jochen
Titel	Using Smartphones as Experimental Tools--A Follow-Up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations
Quelle	In: Journal of Science Education and Technology, 29 (2020) 2, S.303-317 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hochberg, Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-020-09816-w
Schlagwörter	Telecommunications; Handheld Devices; Teaching Methods; Science Instruction; Student Interests; Scientific Concepts; Motion; Difficulty Level; Cognitive Processes; Science Experiments + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studieninteresse; Bewegungsablauf; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess
Abstract	Mobile devices (smartphones or tablets) as experimental tools (METs) offer inspiring possibilities for science education, but until now, there has been little research studying this approach. Previous research indicated that METs have positive effects on students' interest and curiosity. The present investigation focuses on potential cognitive effects of METs using video analyses on tablets to investigate pendulum movements and an instruction that has been used before to study effects of smartphones' acceleration sensors. In a quasi-experimental repeated-measurement design, a treatment group uses METs (TG, N[subscript TG] = 23) and a control group works with traditional experimental tools (CG, N[subscript CG] = 28) to study the effects on interest, curiosity, and learning achievement. Moreover, various control variables were taken into account. We suppose that pupils in the TG have a lower extraneous cognitive load and higher learning achievement than those in the CG working with traditional experimental tools. ANCOVAs showed significantly higher levels of learning achievement in the TG (medium effect size). No differences were found for interest, curiosity, or cognitive load. This might be due to a smaller material context provided by tablets, in comparison to smartphones, as more pupils possess and are familiar with smartphones than with tablets. Another reason for the unchanged interest might be the composition of the sample: While previous research showed that especially originally less-interested students profited most from using METs, the current sample contained only specialized courses, i.e., students with a high original interest, for whom the effect of METs on their interest is presumably smaller. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01