An Investigation on Students' Cognitive Load and Learning Achievements for Participating in a Local Culture Mobile Learning Activity

2010 ◽  
Author(s):  
Gwo-Jen Hwang ◽  
Po-Han Wu ◽  
Ya-Yan Zhuang ◽  
Wan-Ling Kuo ◽  
Yueh-Min Huang
Keyword(s):  
Cognitive Load ◽  
Mobile Learning ◽  
Local Culture ◽  
Learning Activity

Complex Mobile Learning that Adapts to Learners' Cognitive Load

2016 ◽  
pp. 1850-1862
Author(s):  
Robin Deegan
Keyword(s):  
Mobile Computing ◽  
Cognitive Load ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Cognitive Load Theory ◽  
Learning Task ◽  
Cognitive State ◽  
Load Theory ◽  
Load Types

Mobile learning is cognitively demanding and frequently the ubiquitous nature of mobile computing means that mobile devices are used in cognitively demanding environments. This paper examines the use of mobile devices from a Learning, Usability and Cognitive Load Theory perspective. It suggests scenarios where these fields interact and presents an experiment which determined that several sources of cognitive load can be measured simultaneously by the learner. The experiment also looked at the interaction between these cognitive load types and found that distraction did not affect the performance or cognitive load associated with a learning task but it did affect the perception of the cognitive load associated with using the application interface. This paper concludes by suggesting ways in which mobile learning can benefit by developing cognitive load aware systems that could detect and change the difficulty of the learning task based on the cognitive state of the learner.

Exploring the Challenges of Supporting Collaborative Mobile Learning

2011 ◽  
Vol 3 (4) ◽  
pp. 54-69 ◽  
Author(s):  
Jalal Nouri ◽  
Teresa Cerratto-Pargman ◽  
Johan Eliasson ◽  
Robert Ramberg
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Collaborative Problem Solving ◽  
Learning Activity ◽  
Task Structure ◽  
Related Information ◽  
Collaborative Skills ◽  
Task Structures ◽  
Asymmetrically Distributed

Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1) the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2) task-related information is not accessible to all learners; 3) the task structure is not sufficiently complex; 4) teacher scaffolding is too readily available; and 5) necessary collaborative skills are not developed.

A Study of English Mobile Learning Applications at National Chengchi University

2009 ◽  
Vol 7 (4) ◽  
pp. 38-60 ◽  
Author(s):  
Pei-Chun Che ◽  
Han-Yi Lin ◽  
Hung-Chin Jang ◽  
Yao-Nan Lien ◽  
Tzu-Chieh Tsai
Keyword(s):  
Mobile Learning ◽  
Positive Response ◽  
Modern Technology ◽  
Learning Activity ◽  
The Internet ◽  
Immediate Feedback ◽  
The Past ◽  
Learning Platform ◽  
Mobile Learning Environment

The pervasive popularity of the Internet in the past decade has changed the way many students live and learn, in part, because modern technology has made it possible for learners to access Real-Time Multimedia information on the Internet, or research any topic of interest to them from virtually any computer anywhere in the world. Students can also receive immediate feedback from their peers and/or their teachers when involved in collaborative projects. As a result, teachers of all disciplines need to incorporate the Internet and the concept of mobile learning into today’s classrooms to take advantage of this technology. This research investigated the response of English majors to a mobile learning platform (NCCU-MLP) developed at National Chengchi University (NCCU) in which they were involved as participants. The goal of the NCCU-MLP is to improve the students’ English ability as well as to update the teachers’ understanding of how to use the technology. The purpose of this research was to investigate the responses of students to a mobile learning environment. The research involved 18 participants in a pilot study and 37 participants in a follow-up study who participated in a group activity involving mobile learning activities. The students were asked to complete the activity following which they completed a brief survey of their response to the mobile learning activity. The findings indicate a positive response from the participants regarding the content and procedures involved in the activity. Technical support for the project was found to need enhancement for future projects of this nature.

A Learning Theory Rubric for Evaluating Mobile Learning Activities

2017 ◽  
Vol 7 (4) ◽  
pp. 24-38 ◽  
Author(s):  
David Parsons ◽  
Kathryn MacCallum
Keyword(s):  
Mobile Learning ◽  
Learning Task ◽  
Task Design ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Activity ◽  
Potential Value ◽  
Core Set ◽  
Key Concepts ◽  
Activity Design

Learning theories underpin the expectations of meaningful outcomes that any given learning task should have. However, educators' understanding and application of such theories is likely to vary with their own experience and context. In this article, we explore the potential value of a rubric for the design of mobile learning activities that is based on a core set of six learning theories, which we have identified from the literature as being highly relevant to the context of mobile learning. The key concepts of these theories have been used to create the evaluation rubric, which supports the analysis of learning activity design from the perspective of each of the chosen learning theories. The application of this rubric is explored from two perspectives. First, we apply it to an existing mobile learning activity to evaluate to what extent the activity embodies the theories within the rubric. Then we propose a redesigned activity by using the rubric as a guiding framework for improving the task design. This process demonstrates the potential value of applying such a rubric to designing mobile learning activities, to ensure that they adequately leverage the components of one or more relevant theories.

Design and Evaluation of Mobile Learning from the Perspective of Cognitive Load Management

2015 ◽  
pp. 350-365
Author(s):  
Wenhao David Huang ◽  
Jeanette Andrade
Keyword(s):  
Cognitive Load ◽  
Mobile Learning ◽  
Design Thinking ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Load Management ◽  
Mobile Interfaces ◽  
New Challenges ◽  
Pedagogical Frameworks ◽  
Ubiquitous Presence

Considering the ubiquitous presence of mobile devices around the globe, designing mobile interfaces into learning systems has quickly become a norm to better disseminate information to the intended audience. Existing design frameworks, however, have not fully addressed the unique features of mobile learning environments grounded in proven pedagogical frameworks. As these mobile environments enable learners to shift their cognitive engagement between virtual and physical settings, this transition from one setting to another presented new challenges to cognitive learning processes due to excessive distractions learners may encounter. With these new challenges in mind, this chapter first reviews design and learning theories grounded in cognitive load management and social learning. Then the chapter proposes a preliminary mobile learning design framework to augment existing design thinking and practice.

Design and Evaluation of Mobile Learning from the Perspective of Cognitive Load Management

2014 ◽  
pp. 291-306 ◽  
Author(s):  
Wenhao David Huang ◽  
Jeanette Andrade
Keyword(s):  
Cognitive Load ◽  
Mobile Learning ◽  
Design Thinking ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Load Management ◽  
Mobile Interfaces ◽  
New Challenges ◽  
Pedagogical Frameworks ◽  
Ubiquitous Presence

Considering the ubiquitous presence of mobile devices around the globe, designing mobile interfaces into learning systems has quickly become a norm to better disseminate information to the intended audience. Existing design frameworks, however, have not fully addressed the unique features of mobile learning environments grounded in proven pedagogical frameworks. As these mobile environments enable learners to shift their cognitive engagement between virtual and physical settings, this transition from one setting to another presented new challenges to cognitive learning processes due to excessive distractions learners may encounter. With these new challenges in mind, this chapter first reviews design and learning theories grounded in cognitive load management and social learning. Then the chapter proposes a preliminary mobile learning design framework to augment existing design thinking and practice.

Exploring the Challenges of Supporting Collaborative Mobile Learning

2014 ◽  
pp. 178-194
Author(s):  
Jalal Nouri ◽  
Teresa Cerratto-Pargman ◽  
Johan Eliasson ◽  
Robert Ramberg
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Collaborative Problem Solving ◽  
Learning Activity ◽  
Task Structure ◽  
Related Information ◽  
Collaborative Skills ◽  
Task Structures ◽  
Asymmetrically Distributed

Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1) the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2) task-related information is not accessible to all learners; 3) the task structure is not sufficiently complex; 4) teacher scaffolding is too readily available; and 5) necessary collaborative skills are not developed.

Research on Mobile Learning Based on a Feedback Model

2014 ◽  
Vol 678 ◽  
pp. 653-656
Author(s):  
Biao Dong
Keyword(s):  
Mobile Learning ◽  
Service Evaluation ◽  
Learning Activity ◽  
Feedback Model ◽  
Formal Definitions ◽  
Sparsity Problem

This paper presents an approach for modeling the mobile learning applications using a feedback-based recommendation model. Formal definitions are proposed for the mobile learning activity. The design unites three of the mobile learning's aspects, namely learner, service and context, and provides means for learner service evaluation within the recommendation model. The results show that the recommendation model can easily be constructed, while enabling accurate recommendations by solving the sparsity problem of service and learner′s information.

Sign in / Sign up

Export Citation Format

Share Document