Effects of short-term memory and content representation type on mobile language learning

Chen, NS, Hsieh, SW and Kinshuk (2008) Effects of short-term memory and content representation type on mobile language learning. Language Learning and Technology, 12 3: 93-113.

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Author Chen, NS
Hsieh, SW
Title Effects of short-term memory and content representation type on mobile language learning
Journal name Language Learning and Technology   Check publisher's open access policy
ISSN 1094-3501
Publication date 2008-10
Sub-type Article (original research)
Open Access Status File (Publisher version)
Volume 12
Issue 3
Start page 93
End page 113
Total pages 21
Place of publication Honolulu, HI, United States
Publisher University of Hawaii - National Foreign Language Resource Center
Language eng
Abstract Due to the rapid advancements in mobile communication and wireless technologies, many researchers and educators have started to believe that these emerging technologies can be leveraged to support formal and informal learning opportunities. Mobile language learning can be effectively implemented by delivering learning content through mobile phones. Because the screen size of mobile phones is limited, the presentation of materials using different Learning Content Representation (LCR) types is an issue that needs to be explored. This study addresses the issue of content adaptation in mobile language learning environments. Two dimensions have been taken into consideration to identify a promising solution: instructional strategies (LCR types: written annotation and pictorial annotation), and learners’ cognitive models (verbal and visual short-term memory). Our findings show that providing learning content with pictorial annotation in a mobile language learning environment can help learners with lower verbal and higher visual ability because such learners find it easier to learn content presented in a visual rather than in a verbal form. Providing learning content with both written and pictorial annotation can also help learners with both high verbal and high visual abilities. According to the Cognitive Load Theory, providing too much information may produce a higher cognitive load and lead to irritation and a lack of concentration. Our findings also suggest that providing just the basic learning materials is more helpful to learners with low verbal and visual abilities.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Languages and Cultures Publications
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Created: Thu, 03 Sep 2009, 09:11:54 EST by Mr Andrew Martlew on behalf of School of Languages and Cultures