Paper Info
Title
Potential Negative Effects of Mobile Learning on Students' Learning Achievement and Cognitive Load - A Format Assessment Perspective.
Abstract
Owing to the advancement of mobile and wireless communication technologies, an increasing number of mobile learning studies have been conducted in recent years. In a mobile learning environment, students are able to learn indoors and outdoors with access to online resources at any time. However, whether or not new learning scenarios that combine both real-world contexts and digital-world resources are beneficial to the students has been questioned. Moreover, it is also interesting to probe whether the existing e-learning strategies are effective when situated in those mobile learning scenarios. In this study, an in-field activity on an indigenous culture course of an elementary school with a formative assessment-based learning strategy was conducted to investigate the possible negative effects of mobile learning by analyzing the students' cognitive load and learning achievement. It is interesting to find that, without proper treatment, the performance of students using those existing online learning strategies, known to be "effective," might be disappointing or may even negatively affect the students' learning achievements. Furthermore, the negative effects could be due to the heavy cognitive load caused by an improper learning design. Such findings offer good references for those who intend to design and conduct mobile learning activities.
Year
Venue
Keywords
2014
EDUCATIONAL TECHNOLOGY & SOCIETY
Mobile learning,Ubiquitous learning,Formative assessment,Cognitive load,Technology-enhanced learning
DocType
Volume
Issue
Journal
17
1
ISSN
Citations 
PageRank 
1176-3647
5
0.40
References 
Authors
34
1
Name
Order
Citations
PageRank
Hui-chun Chu167342.23