Internet cognitive failure and fatigue relevant to learners' self-regulation and learning progress in English vocabulary with a calibration scheme

Jon Chao Hong, Ming-Yueh Hwang, H. W. Chang, K. H. Tai, Y. C. Kuo, Y. H. Tsai

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

To determine the factors of learning effectiveness in English vocabulary learning when using a calibration scheme, this study developed a freshman English mobile device application (for iPhone 4) for students with low levels of English proficiency to practise vocabulary in the beginning of their Freshman English course. Data were collected and validated from 243 subjects for confirmatory factor analysis and structural equation modeling. The findings revealed that Internet cognitive failure (i.e., trait cognitive disability) was positively correlated to Internet cognitive fatigue (i.e., state cognitive disability). Both types of Internet cognitive disability were negatively correlated to self-regulation in English vocabulary learning (SREVL). SREVL was positively correlated to the degree of learning improvement. The findings implied that the use of a calibration design for mobile English vocabulary learning could benefit students with low levels of Internet cognitive disability but high levels of SREVL.

Original languageEnglish
Pages (from-to)450-461
Number of pages12
JournalJournal of Computer Assisted Learning
Volume31
Issue number5
DOIs
Publication statusPublished - 2015 Oct 1

Keywords

  • Calibration
  • English vocabulary learning
  • Internet cognitive failure
  • Internet cognitive fatigue
  • Self-regulation

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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