The Effect of Screen Size on Students’ 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. It is well-established that certain screen sizes are more effective than others. This study aims to investigate the effect of screen size on students’ 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

GAMIFICATION APPLIED TO FACULTY PROFESSIONAL DEVELOPMENT: A CASE STUDY

GAMIFICATION APPLIED TO FACULTY PROFESSIONAL DEVELOPMENT: A CASE STUD

The Effectiveness of Instructional Video in the Acquisition of Cognitive, Affective and Psychomotor Skills in Practical Sports Therapy Rehabilitation.

The use of instructional multimedia, particularly video, within education is steadily increasing although the evidence-base regarding its usage typically only indicates that it is equivalent to or as effective as live demonstration or traditional teaching methods. The current study undertook a longitudinal quasi-experimental crossover study, over three consecutive academic years to evaluate the efficacy of instructional video to teach cognitive, affective and psychomotor skills to level 5 undergraduate sports therapy students. Through the use of a crossover design students undertook both the video and control conditions, they were assessed formatively on a weekly basis to provide a consistent measure of performance throughout the eighteen weeks of data collection within each year. The instructional videos used within the study were based upon (as far as possible) the multimedia principles proposed by Mayer to reduce extraneous cognitive load and maximise essential intrinsic and germane cognitive load. The results from the study were analysed with the use of effect size statistics and interpreted though the use of magnitude based inferences, an emerging alternative to the traditional use of null hypothesis testing. The findings of the study indicate that the use of the instructional videos was beneficial to the vast majority of the students, which builds upon the current evidence-base as it demonstrates that they can be used to enhance academic practice rather than be used as an equivalent resource

Could vocational education benefit from augmented reality and hypervideo technologies? An exploratory interview study

Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee\u27s profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies – such as the ability to switch between 2D and 3D and carry out simulations – are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices\u27 procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET. (DIPF/Orig.

User interface and interactivity design guidelines of algorithm visualization on mobile platform

Algorithm Visualization (AV) is a pedagogical tool that can help learners to see the animation of the step-by-step process of an algorithm. Students can watch and observe through the elaboration of dynamic animation. Previous studies show that AV mobile study is still limited. AV implementation on the mobile platform is still considered as a new trend which started in 2013. In addition, comprehensive design guidelines of AV in terms of designing user-interface (UI) and interactivity factors are still limited and discussed separately in previous studies. Even though, much evidence in previous empirical studies show that various interactivity strategies and UI design aspects are two imperative aspects to make an effective AV tool for learners. Within this context, this study proposes AV on mobile platforms (AVOMP) design guidelines that serve as a systematic approach. It includes the fundamental recommendations for designers, developer, and lecturers to produce AVOMP which are based on two aspects, namely UI design and interactivity aspects. Hence, in order to accomplish the main aim, a number of sub-objectives were formed: (a) to identify the appropriate recommendations for UI design and interactivity aspects of AVOMP, (b) to develop the design guidelines of AVOMP based on the identified recommendations of UI design and interactivity, (c) to validate the developed design guidelines of AVOMP in terms of “usefulness” through expert reviews, and (d) to measure the effectiveness of AV on mobile platform that implements the proposed design guidelines through prototype. This study adopted the Design Science Research methodology as the framework of the research process. Activities of AVOMP design guidelines construction include a literature review and a comparative study. The proposed design guidelines were validated through expert reviews, which involved 16 experts. Results of the hypothesis testing concludes that the proposed AVOMP design guidelines are significantly perceived as having quality in serving as a guideline for developers or designers to design and develop AVOMP. Moreover, the evaluation of the effectiveness of the AVOMP prototype from 35 participants through laboratory experiments based on the bloom taxonomy test shows that there is a significant difference between students learning sorting algorithms using the manual approach (Pre-Test) and the AVOMP app (Post-Test). Hence, this study makes three major contributions, namely artefact, empirical, and theoretical. In terms of artifact, this study yields AVOMP design guidelines that are comprised of UI design and interactivity aspects as well as AVOMP prototype of sorting algorithms. Meanwhile, empirical contribution shows the result of the effectiveness of AVOMP apps. Finally, the theoretical aspect contributes the novelty of the developed design guidelines of AVOMP that are structured and comprehensively formed with a combination of a bunch of theories and empirical studies of two aspects, which are UI design and interactivity

Multisensory learning in adaptive interactive systems

The main purpose of my work is to investigate multisensory perceptual learning and sensory integration in the design and development of adaptive user interfaces for educational purposes. To this aim, starting from renewed understanding from neuroscience and cognitive science on multisensory perceptual learning and sensory integration, I developed a theoretical computational model for designing multimodal learning technologies that take into account these results. Main theoretical foundations of my research are multisensory perceptual learning theories and the research on sensory processing and integration, embodied cognition theories, computational models of non-verbal and emotion communication in full-body movement, and human-computer interaction models. Finally, a computational model was applied in two case studies, based on two EU ICT-H2020 Projects, "weDRAW" and "TELMI", on which I worked during the PhD

Overcoming foreign language anxiety in an emotionally intelligent tutoring system

Learning a foreign language entails cognitive and emotional obstacles. It involves complicated mental processes that affect learning and emotions. Positive emotions such as motivation, encouragement, and satisfaction increase learning achievement, while negative emotions like anxiety, frustration, and confusion may reduce performance. Foreign Language Anxiety (FLA) is a specific type of anxiety accompanying learning a foreign language. It is considered a main impediment that hinders learning, reduces achievements, and diminishes interest in learning. Detecting FLA is the first step toward reducing and eventually overcoming it. Previously, researchers have been detecting FLA using physical measurements and self-reports. Using physical measures is direct and less regulated by the learner, but it is uncomfortable and requires the learner to be in the lab. Employing self-reports is scalable because it is easy to administer in the lab and online. However, it interrupts the learning flow, and people sometimes respond inaccurately. Using sensor-free human behavioral metrics is a scalable and practical measurement because it is feasible online or in class with minimum adjustments. To overcome FLA, researchers have studied the use of robots, games, or intelligent tutoring systems (ITS). Within these technologies, they applied soothing music, difficulty reduction, or storytelling. These methods lessened FLA but had limitations such as distracting the learner, not improving performance, and producing cognitive overload. Using an animated agent that provides motivational supportive feedback could reduce FLA and increase learning. It is necessary to measure FLA effectively with minimal interruption and then successfully reduce it. In the context of an e-learning system, I investigated ways to detect FLA using sensor-free human behavioral metrics. This scalable and practical method allows us to recognize FLA without being obtrusive. To reduce FLA, I studied applying emotionally adaptive feedback that offers motivational supportive feedback by an animated agent

Implementation of Virtual Reality (VR) simulators in Norwegian maritime pilotage training

With millions of tons of cargo transported to and from Norwegian ports every year, the maritime waterways in Norway are heavily used. The high consequences of accidents and mishaps require well-trained seafarers and safe operating practices. The normal crews of vessels are supported by the Norwegian Coastal Administration (NCA) pilot service when operating vessels not meeting specific regulations. Simulator training is used as part of the toolset designed to educate, train, and advance the knowledge of maritime pilots in order to improve their operability. The NCA is working on an internal project to distribute Virtual Reality (VR) simulators to selected pilot stations along the coast and train and familiarize maritime pilots with the tool. There has been a lack of research on virtual reality simulators and how they are implemented in maritime organizations. The goal of this research is to see if a VR-simulator can be used as a training tool within the Norwegian Coastal Administration's pilot service. Furthermore, the findings of this study contribute to the understanding of VR-simulators in the field of Maritime Education and Training (MET). The thesis is addressing two research questions: 1. Is the Virtual Reality training useful in the competence development process of Norwegian maritime pilots? 2. How can the Virtual Reality simulators improve training outcomes of today’s maritime pilot education? The data gathered from the systematic literature review corresponds to the findings of the interviews. Considering the similarities with previous study findings from sectors such as healthcare, construction, and education, it is concluded that the results of the interviews can be generalized. For maritime pilots, the simulator offers recurrent scenario-based training and a high level of immersion. Pilots can learn at home, onboard a vessel, at the pilot station, and in group settings thanks to the system's mobility and user-friendliness. In terms of motivation and training effectiveness, the study finds that VR-simulators are effective and beneficial. The technology received positive reviews from the pilots. The simulator can be used to teach both novice and experienced maritime pilots about new operations, larger tonnage, and new operational areas, according to the findings of the research. After the NCA has utilized VR-simulators for some time, additional research may analyze the success of VR-simulators using a training evaluation study and investigate the impact of VR-training in the organization