Document Type
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-cuedcondition, in which primary school students used text and pictures on a tablet PC, werecompared with a cued and un-cued condition, in which the students used the text andpictures on the tablet PC and real plants. Using the theoretical framework of cognitiveload theory, it was expected that arrow-line cues would decrease extraneous cognitiveload and that the availability of real plants would increase germane cognitive load.Arrow-line cues were hypothesized to decrease split-attention effects by supporting thestudents’ mental integration of different sources of related information on the mobiledevice, materializing in a more favorable relationship between learning time and testperformance (ie, higher learning efficiency) in the cued conditions than in the un-cuedconditions. The availability of real plants was hypothesized to foster learning efficiencyby providing a more motivating physical environment, in which the students couldverify the knowledge available on a mobile device with real plants. However, this posi-tive germane cognitive load effect was only expected in combination with decreasedextraneous cognitive load in the cued condition. Whereas, the results showed higherefficiency of the cued conditions than the un-cued conditions, no difference wasfound between the cued conditions with or without real plants. The implications of theresults for research and design of mobile device supported learning environments arediscussed.
RIS ID
53440
Publication Details
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.