Yi Chun Lin

Split-attention and redundancy effects on mobile learning in physical environments

This study investigated split-attention and redundancy effects in a mobile learning environment on leaf morphology of plants as a function of different combinations of media. Eighty-one fifth-grade students were randomly assigned to the following three conditions: texts with pictures embedded in the mobile device (TP condition); texts embedded in the mobile device and real objects that are outside of the mobile device (TO condition); and texts with pictures embedded in the mobile device and real objects that are outside of the mobile device (TPO condition). Differences in performance on comprehension tests and learning efficiency were examined across conditions. The TP condition was expected to perform better than the TO condition due to a split-attention effect. The TP and TO conditions were expected to perform better than the TPO condition due to a redundancy effect. The results indicated no difference between the TP and the TO condition in comprehension and learning efficiency, but the TP and TO conditions performed better than the TPO condition on both measures. The implications of the results for research and design of mobile learning environments are discussed.

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment

Two experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Experiment 1 compared the learning effects of a mobile learning environment presenting text and photos of plants on a tablet PC, either in combination with or without real plants in the physical environment. Results indicated that there were no interactions between prior knowledge and experimental condition. Students who learned with tablet PCs only outperformed students who additionally learned with real plants on a comprehension and an application test. In addition, high prior knowledge students outperformed low prior knowledge students on both tests. To investigate whether these effects were caused by the specific characteristics of the combination of photos of real plants and real plants, Experiment 2 compared the differential effects of prior knowledge on learning with the combination of texts, photos and real plants to a combination in which the photos were replaced by schematic hand drawings. Results indicated that both low and high prior knowledge students, who learned with the combination of texts, schematic hand drawings and real plants performed better on a comprehension and an application test. High prior knowledge students performed better on both tests. It is concluded that the number and type of representations used is critical for the effectiveness of mobile learning environments.

Exploring Children's Perceptions of the Robots

In order to introduce robots into education field appropriately, it is necessary to consider the childrens perceptions of the robots. In this study, the researchers developed the questionnaire for exploring the childrens general impressions of the robots, the roles of the robots in the classroom and the appearances of the robots. A hundred and sixty seven fifth-grade children took this questionnaire. The results show that most students have good impressions of the robots and positive attitude to see the robots in their classroom. Their responses also reveal that they might have over expectations of the robots. Besides, the results show that most of children like cartoon character-like robots and animal- like robots, because the robots are very cute.

Does the redundancy effect exist in electronic slideshow assisted lecturing

This study investigated the occurrence of the redundancy effect in a normal classroom when presenting multiple formats of information with the assistance of electronic slideshows. A virtual classroom that simulates a normal classroom was developed as the experimental platform in this study. One hundred and twenty undergraduates and graduated students were randomly assigned to the following three experimental conditions with varying presentation formats: audio only condition, visual only condition, and audio-visual condition. Test accuracy scores and cognitive load self-rating scales on both the recall and the comprehension tests were used to measure differences between various conditions. Analyses revealed a reverse audiovisual redundancy effect. For the recall test, the presentation of on-screen textual information accompanied by spoken narrations outperformed the presentation with the audio only source on test accuracy scores and indicated lower self-ratings of cognitive load. For the comprehension test, the presentation of on-screen textual information accompanied by spoken narrations outperformed the presentations with either of these two sources with higher test accuracy scores and lower cognitive load self-ratings. Classroom interference and segmented presentation were hypothesized to be two possible factors in determining the presence or absence of the redundancy effect. Investigated the redundancy effect in electronic slideshow assisted lecturing.Used a virtual classroom that simulated a normal classroom as a research platform.A reverse audiovisual redundancy effect was obtained.Audio-visual condition resulted in the best performance among the three conditions.Audio-visual condition reported lower cognitive load than the audio only condition.

Improving the frame design of computer simulations for learning

Computer simulations were used to teach students basic concepts associated with correlation. Half of the students were presented information in a sequential series of single frames in which each frame replaced the preceding frame while the other half were presented the information in simultaneous multiple frames in which each frame was added to the previous frames without replacement. It was hypothesized that if the isolated elements effect occurs, the single-frame condition should be superior. Alternatively, if the transient information effect dominates, the multiple-frame condition should be superior. Results confirmed the superiority of the single-frame presentation. Eye-tracking indicated that participants who learned with single frames paid more attention to the important representations than participants who learned with multiple frames. We compared two frame designs using computer simulations.A single-frame presentation was superior to a multiple-frame presentation.The single-frame group looked at critical representations.The isolated elements effect occurred using computer simulations.