Effects of presentation modes on mobile-assisted vocabulary learning and cognitive load

Chih Cheng Lin*, Ya Chuan Yu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

28 Citations (Scopus)

Abstract

Previous studies of multimedia presentations have determined the effects of the combination of text and pictures on vocabulary learning, but not those of the sound of new words. This study was intended to confirm those previous findings from the integration of mobile technologies and the approach of cognitive load. It adopted a within-subjects design and recruited 32 eighth graders in central Taiwan to participate in a vocabulary learning program on mobile phones. During the program the participants needed to learn four sets of target words in four different weeks. Each set was presented in one of the four modes: text mode, text-picture mode, text-sound mode, and text-picture-sound mode. Immediately after learning each set, all participants took a vocabulary test and completed a cognitive load questionnaire; and, two weeks later, they took the vocabulary test again. Their perceptions of the vocabulary learning program were also collected in a post-program questionnaire. The findings were that audio input helped our participants recall new words’ meanings after two weeks; and, it reduced their cognitive load of learning new words. Our participants also provided positive feedback on the mobile-assisted vocabulary learning program featuring multimedia presentations.

Original languageEnglish
Pages (from-to)528-542
Number of pages15
JournalInteractive Learning Environments
Volume25
Issue number4
DOIs
Publication statusPublished - 2017 May 19

Keywords

  • Cognitive load
  • mobile phones
  • multimedia messaging service (MMS)
  • presentation modes
  • vocabulary learning

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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