5 research outputs found
The Effect of Screen Size on Studentsβ Cognitive Load in Mobile Learning
Mobile learning is becoming a crucial tool in this era of face-to-face shutdown of education, and however the whole process currently faces a significant deficiency due to the kind of cognitive load that does exist and its relation with mobile device screen display size.Β It is well-established that certain screen sizes are more effective than others.Β This study aims to investigate the effect of screen size on studentsβ cognitive load in mobile learning. Specifically, it investigates whether screen size has a role in cognitive role and draws a comparison to reflect on the most effective size to be used in the context of mobile learning. Other factors that might interfere in the process were also investigated which include course content, gender, age, and students' GPA to see whether they play any additional role in burdening the cognitive load when using different screen sizes. To test the effect of screen size on cognitive load, an online survey was distributed to 1,570 students of the University of Jeddah who are studying at the foundation year for the academic year of 2018-2018, particularly for eight online courses. The sample was chosen randomly, where all members of the population, 6,500 students, had equal opportunities to participate in the study. Participants were invited via e-mail by sending an invitation to participate along with the questionnaire link on the "Qualrrics" platform. This research data analysis technique used ANOVA and curve estimation. The research findings revealed that small screen display size produces the lowest cognitive load as compared with larger display screens. This study also supports the use mobile learning process and gives recommendations to the instructional designers in order to make learning experiences more effective. The results of this study suggest a proper use of screen size can improve learning from smartphones, making them equal to learning from laptops and reducing the overloaded cognitive load that may affect students' understanding and hinder retention. Hence, implications were discussed, and further research recommendations were then provided
Performance, workload, and usability in a multiscreen, multi-device, information-rich environment
Potential benefits of multiscreen and multiple device environments were assessed using three different computing environments. A single factor, within-subject study was conducted with 18 engineering students in a laboratory experiment. Three levels for the computing environment factor included one with a desktop computer with a single monitor (control, condition A); one with a desktop with dual monitors, as well as a single tablet computer (condition B); and one with a desktop with a single monitor, as well as two tablet computers (condition C). There was no statistically significant difference in efficiency or workload when completing scenarios for the three computing environments. However, a dual monitor desktop with a single tablet computer (B) was the ideal computing environment for the information-rich engineering problem given to participants, supported by significantly fewer errors compared to condition C and significantly higher usability ratings compared to conditions A and C. A single desktop monitor with two tablet computers (C) did not provide any advantage compared to a single desktop monitor (A)
Increasing independence in children with autism spectrum disorders using video self modeling.
Independent task completion was examined using a multiple probe across participants research design for three students with autism spectrum disorders (ASD) functioning in an inclusive classroom. Results were positive and suggest that video self-modeling (VSM) is a viable solution to decrease prompt dependence and increase independence and task completion for students with an ASD. Participants quickly reached criterion, generalized behavior, and maintained skills after four weeks at 80-100% independence. Social validity of VSM was also measured by surveying teachers and students and found clear variations between general and special education teachers regarding their perceptions of the independence of students as a result of the VSM. This study also revealed the discrepancy between the levels of prompting between general education and special education teachers
The Influences of Individualized Learning Adapted to Students Conception and Small Group Learning Using Smart Devices in Secondary Chemistry Classes
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ABSTRACT 176Docto
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Exploring the use of MALL with a scaffolded multi-sensory, structured language approach to support development of literacy skills among second-chance EFL learners at a technological-vocational secondary school in Israel
This thesis describes a qualitative mixed-methods study carried out in a vocational-technical secondary school with second-chance adolescent learners of English as a Foreign Language (EFL) in a peripheral area of Israel. The learner population was characterized by complex, socio-economically disadvantaged family backgrounds and a high rate of learning disabilities. The study investigated the effects of a Mobile-Assisted Language Learning (MALL) intervention to support the development of basic EFL literacy skills by students who lacked solid foundational English skills. The intervention provided an interactive educational software application, The English Clubβ’, on iPod Touch devices to scaffold learning and review of letter sounds and rules of English, integrate them into words and texts, and practice reading, writing and comprehension. Learners developed literacy skills depending on the level they reached in the application. The English Club follows a scaffolded Multi-Sensory Structured Language (MSL) approach, adapting for struggling EFL learners the Hickey Multi-Sensory Method (Combley, 2001), developed by Kathleen Hickey of the British Dyslexia Institute. Printed books containing the material complemented the use of the MALL. The English teachers at the school chose the learners who participated and determined how to integrate the intervention into their English classrooms. An investigation of the teachersβ roles was included in the study.
The methodology was primarily action research with case studies of individual learners and teachers. Pre-intervention and post-intervention data on learnersβ English knowledge, skills, attitudes and opinions and on teachersβ attitudes and opinions about use of this MALL intervention was generated via skills assessments and semi-structured interviews. As a participant-teacher-observer, I observed the interventionβs use in classes and in sessions with individual students.
Changes in skills, attitudes and opinions were analyzed in the framework of Vygotskyβs theories of language acquisition and the Zone of Proximal Development as elaborated in Scaffolding Theory. Theories of motivation, literacy and second language acquisition, and how struggling learners experience these, have provided additional lenses for analysis. My goals in performing this study were to understand in depth the whole picture of the intervention, both its effects on studentsβ English skills and attitudes, and the factors that shaped these outcomes. The studyβs findings contribute to an understanding of the ways in which delivering a scaffolded MSL approach to literacy education via MALL can contribute to addressing the world crisis in literacy acquisition, and issues that must be addressed for this type of intervention to be effective.
Findings showed that learners who actively engaged in the intervention made significant progress in their English literacy skills, increased their confidence in their ability to learn English and thus their willingness to engage in learning, and demonstrated increased awareness of the connection between their own investment of effort and learning. This success was shaped by many factors, including variation among individual learner profiles, the degree of teachersβ support for the intervention, increasing studentsβ motivation to invest effort, minimizing disruptions to the studentsβ learning routine, and maximizing access to charged, working devices and to books. The individual MALL delivery platform enabled an untrained, inexperienced but committed teacher to provide the benefits of this scaffolded method, appropriate to her learnersβ needs, in multi-level English classrooms and to provide a solution for students returning from extended absences to catch up with missed classwork.
Recommendations for policy and practice include use of such scaffolded MSL MALL applications with struggling language learners in conjunction with printed materials and closely accompanied by committed teachers, who do not have to be highly trained in specialized methods to support learning by struggling students. Schools engaging in such interventions need to ensure that the devices will be fully available for use during learning hours, minimize disruptions to the class schedule, and maximize studentsβ use of the MALL app and books in class, during free time at school, and at home. If necessary, extrinsic rewards should be offered to overcome studentsβ learned helplessness