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Effects of cues and real objects on learning in a mobile device supported environment

Journal Article


Abstract


  • This study investigated whether arrow-line cues can improve the effectiveness and effi-

    ciency of learning in a mobile device supported learning environment on leaf mor-

    phology of plants, either with or without the use of real plants. A cued and un-cued

    condition, in which primary school students used text and pictures on a tablet PC, were

    compared with a cued and un-cued condition, in which the students used the text and

    pictures on the tablet PC and real plants. Using the theoretical framework of cognitive

    load theory, it was expected that arrow-line cues would decrease extraneous cognitive

    load and that the availability of real plants would increase germane cognitive load.

    Arrow-line cues were hypothesized to decrease split-attention effects by supporting the

    students’ mental integration of different sources of related information on the mobile

    device, materializing in a more favorable relationship between learning time and test

    performance (ie, higher learning efficiency) in the cued conditions than in the un-cued

    conditions. The availability of real plants was hypothesized to foster learning efficiency

    by providing a more motivating physical environment, in which the students could

    verify the knowledge available on a mobile device with real plants. However, this posi-

    tive germane cognitive load effect was only expected in combination with decreased

    extraneous cognitive load in the cued condition. Whereas, the results showed higher

    efficiency of the cued conditions than the un-cued conditions, no difference was

    found between the cued conditions with or without real plants. The implications of the

    results for research and design of mobile device supported learning environments are

    discussed.

Authors


  •   Lin, C Y (external author)
  •   Liu, Tzu-Chien (external author)
  •   Paas, Fred

Publication Date


  • 2013

Citation


  • Liu, T., Lin, Y. & Paas, F. (2013). Effects of cues and real objects on learning in a mobile device supported environment. British Journal of Educational Technology, 44 (3), 386-399.

Scopus Eid


  • 2-s2.0-84876103453

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/126

Has Global Citation Frequency


Number Of Pages


  • 13

Start Page


  • 386

End Page


  • 399

Volume


  • 44

Issue


  • 3

Abstract


  • This study investigated whether arrow-line cues can improve the effectiveness and effi-

    ciency of learning in a mobile device supported learning environment on leaf mor-

    phology of plants, either with or without the use of real plants. A cued and un-cued

    condition, in which primary school students used text and pictures on a tablet PC, were

    compared with a cued and un-cued condition, in which the students used the text and

    pictures on the tablet PC and real plants. Using the theoretical framework of cognitive

    load theory, it was expected that arrow-line cues would decrease extraneous cognitive

    load and that the availability of real plants would increase germane cognitive load.

    Arrow-line cues were hypothesized to decrease split-attention effects by supporting the

    students’ mental integration of different sources of related information on the mobile

    device, materializing in a more favorable relationship between learning time and test

    performance (ie, higher learning efficiency) in the cued conditions than in the un-cued

    conditions. The availability of real plants was hypothesized to foster learning efficiency

    by providing a more motivating physical environment, in which the students could

    verify the knowledge available on a mobile device with real plants. However, this posi-

    tive germane cognitive load effect was only expected in combination with decreased

    extraneous cognitive load in the cued condition. Whereas, the results showed higher

    efficiency of the cued conditions than the un-cued conditions, no difference was

    found between the cued conditions with or without real plants. The implications of the

    results for research and design of mobile device supported learning environments are

    discussed.

Authors


  •   Lin, C Y (external author)
  •   Liu, Tzu-Chien (external author)
  •   Paas, Fred

Publication Date


  • 2013

Citation


  • Liu, T., Lin, Y. & Paas, F. (2013). Effects of cues and real objects on learning in a mobile device supported environment. British Journal of Educational Technology, 44 (3), 386-399.

Scopus Eid


  • 2-s2.0-84876103453

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/126

Has Global Citation Frequency


Number Of Pages


  • 13

Start Page


  • 386

End Page


  • 399

Volume


  • 44

Issue


  • 3