Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students
Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students
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DOI：
10.1080/10494820.2011.575789
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发表时间：
2013-08-01
影响因子：
5.4
通讯作者：
Huang, Yueh Min
中科院分区：
文献类型：
--
作者：
Hwang, Gwo Jen;Wu, Po Han;Huang, Yueh Min
移动设备和无线通信技术的进步正在对学习活动的设计理念产生重大影响。在本研究中，我们尝试将实地学习融入基于探究的移动学习模式中，并据此开发了一个允许学生访问物理资源和虚拟资源的移动学习环境。在实地学习活动中，移动学习系统能够呈现学习任务，引导学生访问真实世界的学习目标进行探索，并通过移动设备为他们提供补充材料。本研究的目的是探讨这种移动学习模式对学生认知负荷和学习成绩的影响。51名六年级学生参与了这项研究，他们被分配到试验组和控制组。通过前后测和认知负荷问卷调查发现，采用探究式移动学习方式学习的学生比采用传统学习方式学习的学生学习成绩更好，认知负荷更小。因此，移动学习模式对小学生的本土文化学习具有积极的作用。
The advancement of mobile device and wireless communication technologies is having a great influence on the design concept of learning activities. In this study, we attempt to integrate field study into the inquiry-based mobile learning model; moreover, a mobile learning environment that allows students to access both physical and virtual resources is developed accordingly. During the in-field learning activity, the mobile learning system is able to present the learning tasks, guide the students to visit the real-world learning targets for exploration, and provide them with supplementary materials via the mobile devices. The aim of this research focuses on the effects of this mobile learning model on students' cognitive load and learning achievements. The 51 sixth graders who participated in this research were assigned to an experimental and a control group. From the pre and posttests as well as the cognitive load questionnaire, it was found that the students who learned with the inquiry-based mobile learning approach had better learning achievement and less cognitive load than those who learned with the traditional approach. Therefore, it is concluded that the mobile learning model has positive effects on elementary students in local culture learning.