Effects of Short-Term Memory and Content Representation Type on Mobile Language Learning

Autor/inn/en	Chen, Nian-Shing; Hsieh, Sheng-Wen; Kinshuk
Titel	Effects of Short-Term Memory and Content Representation Type on Mobile Language Learning
Quelle	In: Language Learning & Technology, 12 (2008) 3, S.93-113 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Educational Strategies; Informal Education; Computer Assisted Instruction; Short Term Memory; Technology Integration; Information Technology; Verbal Ability; Visual Stimuli; Telecommunications; Cognitive Processes; Language Acquisition; Foreign Countries; Higher Education; Taiwan + Suchen Sie Ihr Suchwort? Lehrstrategie; Informelle Bildung; Nichtformale Bildung; Computer based training; Computerunterstützter Unterricht; Kurzzeitgedächtnis; Informationstechnologie; Mündliche Leistung; Telekommunikationstechnik; Cognitive process; Kognitiver Prozess; Sprachaneignung; Spracherwerb; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Due to the rapid advancements in mobile communication and wireless technologies, many researchers and educators have started to believe that these emerging technologies can be leveraged to support formal and informal learning opportunities. Mobile language learning can be effectively implemented by delivering learning content through mobile phones. Because the screen size of mobile phones is limited, the presentation of materials using different Learning Content Representation (LCR) types is an issue that needs to be explored. This study addresses the issue of content adaptation in mobile language learning environments. Two dimensions have been taken into consideration to identify a promising solution: instructional strategies (LCR types: written annotation and pictorial annotation), and learners' cognitive models (verbal and visual short-term memory). Our findings show that providing learning content with pictorial annotation in a mobile language learning environment can help learners with lower verbal and higher visual ability because such learners find it easier to learn content presented in a visual rather than in a verbal form. Providing learning content with both written and pictorial annotation can also help learners with both high verbal and high visual abilities. According to the Cognitive Load Theory, providing too much information may produce a higher cognitive load and lead to irritation and a lack of concentration. Our findings also suggest that providing just the basic learning materials is more helpful to learners with low verbal and visual abilities. (Contains 6 figures and 5 tables.) (As Provided).
Anmerkungen	University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10