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Lin, Sunny S. J.; Hsieh, Ming-Yi
doi: 10.1080/10447318.2018.1543089pmid: N/A
Compared to reading text alone, pictures are regarded as easier for readers to comprehend the context. For EFL readers, their reading behavior on text with pictures needs to be carefully inspected. The study aims to examine how different are the viewing behaviors of EFL beginners versus intermediate readers on reading narrative paragraphs and accompanying pictures. Seventeen junior high and twenty-one senior high students represented as EFL beginners and intermediate readers, respectively. Both of them read consecutively three screens with narrative texts and pictures illustrating the texts. The results showed that both beginners and intermediate readers paid more attention to the texts than the pictures. The beginners almost solely fixated on the texts and few fixations fell on to the pictures while the intermediates had more fixations on both texts and pictures. The eye-movement data in the specific AOIs showed that the intermediates made more references between text and pictures when they encountered difficult words or processed semantic meaning making. The beginners were less efficient in reading, having less fixated time on each screen, and encountered greater difficulties in comprehension than the intermediates. Based on eye-movement data, a personalized strategy to alter display sequence could be provided to support EFL beginners: Before going into narrative reading, a reminding message could be dispatched onscreen guiding them to view standalone pictures and to inspect pictorial components carefully to serve as the macro-reading strategy. The personalization could also be realized by posting cognitive and meta-cognitive level questions during the inspection of picture.
Yin, Chengjiu; Yamada, Masanori; Oi, Misato; Shimada, Atsushi; Okubo, Fumiya; Kojima, Kentaro; Ogata, Hiroaki
doi: 10.1080/10447318.2018.1543077pmid: N/A
Online learning environments presently accumulate large amounts of log data. Analysis of learning behaviors from these log data is expected to benefit instructors and learners. This study was intended to identify effective measures from e-book materials used at Kyushu University and to employ these measures for analyzing learning behavioral patterns. In an evaluation, students were grouped into four clusters using k-means clustering, and their learning behavioral patterns were analyzed. We examined whether the learning behavioral patterns exhibited relations with the learning outcomes. The results reveal that the learning behavior of “backtrack” style reading exerts a significant positive influence on learning effectiveness, which can aid students to learn more efficiently.
Chang, Wen-Hui; Huang, Tzu-Hua; Liu, Yuan-Chen
doi: 10.1080/10447318.2018.1543079pmid: N/A
The purpose of this study is to determine whether interactive e-books on indigenous culture influence the reading comprehension of learners from different cultural backgrounds. The study analyses the factors involved in learning comprehension among participants with different cultural backgrounds when reading interactive e-books on indigenous culture. The experiment was conducted over a 9-week period, and 168 students (ages 16–18) completed tests on prior knowledge, reading comprehension, reading attitude, reading motivation, cognitive strategies, and metacognitive strategies. This study determined that in reading activities using interactive e-books on indigenous culture, indigenous students achieved significantly better reading comprehension performance than Han students. Another significant difference was observed in the reading comprehension performance among Han students of different genders. Furthermore, cognitive strategies and metacognitive strategies effectively predicted the reading comprehension performance of indigenous students, while reading attitude and prior knowledge effectively predicted the reading comprehension performance of Han students.
Hwang, Gwo-Jen; Hsu, Ting-Chia; Hsieh, Yi-Hsuan
doi: 10.1080/10447318.2018.1543091pmid: N/A
In this study, 3 Mobile-Assisted Language Learning interfaces are proposed considering the Cognitive Theory of Multimedia Learning, Cognitive Load Theory, and the Active/Reflective learning styles. A quasi-experimental design was adopted to compare the effects of 3 smartphone interfaces, namely partial English captions (EG1), full English captions (EG2), and partial English captions with Chinese subtitles (CG), on the cognitive load, learning motivation, and learning anxiety and enjoyment of 119 11th-grade students with different learning styles. It was found that EG2 had significantly higher learning motivation than EG1 and CG. On the other hand, significant interaction between the 3 smartphone interfaces and learning styles was found for the students’ cognitive loads. Further analysis showed that, in EG1, the active-style students’ cognitive load was significantly lower than that of the reflective-style students. In addition, it was found that the active-style students’ learning enjoyment was significantly higher than that of the reflective-style students, while no significant difference was found between the learning anxiety ratings of the students with different learning styles in the 3 groups. Therefore, it is suggested that the role of learning styles needs to be further considered when designing caption interfaces for smartphone applications in the future.
Wang, Jingyun; Mendori, Takahiko; Hoel, Tore
doi: 10.1080/10447318.2018.1543085pmid: N/A
For the purpose of exploring strategies for multimedia learning object (LO) suggestion in customizable language learning support systems, particularly suggestion for learners with visual and verbal cognitive style preferences, a learning style based experiment was conducted in a Japanese grammar course. The support system under examination offers two learner modes: Open mode, which provides learners with both visual and verbal LOs, and Style-Matching mode, which provides visual learners with only visual LOs and verbal learners with only verbal LOs. Ninety students were assigned to three groups on the basis of their visual/verbal learning styles preferences and their previously measured learning achievement. Experimental group A studied with Open mode; experimental group B studied with Style-Matching mode; and the control group studied with verbal LOs from the course textbook. Learning performance differences among the three groups were examined in terms of (a) learning perception (including technology acceptance measures, cognitive load and satisfaction with learning mode) and (b) achievement differences. The control group had significantly lower scores on visual tasks than experimental groups, but no significant differences in scores were found on verbal tasks among these three groups. Moreover, despite the learners’ report of significantly higher distraction in Open mode, the learning motivation of learners with stronger visual style preference improved more in Open mode than in Style-Matching mode.
Wong, Jacqueline; Baars, Martine; Davis, Dan; Van Der Zee, Tim; Houben, Geert-Jan; Paas, Fred
doi: 10.1080/10447318.2018.1543084pmid: N/A
Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learning activities to achieve academic success. Therefore, it is considered important to support self-regulated learning (SRL) strategies and adapt to relevant human factors (e.g., gender, cognitive abilities, prior knowledge). SRL supports have been widely investigated in traditional classroom settings, but little is known about how SRL can be supported in MOOCs. Very few experimental studies have been conducted in MOOCs at present. To fill this gap, this paper presents a systematic review of studies on approaches to support SRL in multiple types of online learning environments and how they address human factors. The 35 studies reviewed show that human factors play an important role in the efficacy of SRL supports. Future studies can use learning analytics to understand learners at a fine-grained level to provide support that best fits individual learners. The objective of the paper is twofold: (a) to inform researchers, designers and teachers about the state of the art of SRL support in online learning environments and MOOCs; (b) to provide suggestions for adaptive self-regulated learning support.
Yang, Jie Chi; Quadir, Benazir; Chen, Nian-Shing
doi: 10.1080/10447318.2018.1543088pmid: N/A
Previous studies have shown that trait emotional intelligence (EI) is an important factor affecting children’s learning performance in physical instruction settings. However, there have been very few studies exploring the effects of children’s high- or low-trait EI levels on both gaming performance and learning performance in digital game-based learning environments. Therefore, in this study, we developed a game-based English learning environment to investigate how different levels of trait EI would affect children’s gaming performance and learning performance. A total of 51 third-grade elementary school students participated in this study. The students’ trait EI was measured by a modified version of the Trait EI Questionnaire-Child Form. The students’ gaming performance was evaluated by the achievement of badges, and their learning performance was assessed by a paper-based examination after playing the game. The collected data were analyzed using Pearson correlation analysis and independent samples t tests. The results showed that there were significant correlations between trait EI, gaming performance, and learning performance; this implies that trait EI had a significant relationship with both gaming performance and learning performance. Moreover, the results showed that there was a significant correlation between the gaming performance and learning performance for those students with low-trait EI. However, the results showed that gaming performance and learning performance were not significantly correlated for the high-trait EI students. A subsequent analysis showed that the high-trait EI students’ gaming performance and learning performance were significantly better than those with low-trait EI.
Chen, Zhi-Hong; Lu, Han-De; Lu, Ching-Hu
doi: 10.1080/10447318.2018.1543090pmid: N/A
The customization of avatars can help students immerse themselves in game-based learning. However, different individuals have distinct characteristics, especially game experience (GE) and cognitive styles, which may lead to different preferences for the customization of avatars. Thus, this study aims to investigate how GE and cognitive styles affect students’ reactions toward customizable avatars. Two studies, quantitative and qualitative, were conducted for system evaluation. A total of 82 students participated in Study One, where they interacted with both a customizable avatar and an ordinary avatar. The findings from Study One indicated that the students using the customizable version experienced a stronger sense of presence and flow experience than those who used the ordinary version. Regarding GE, the low GE students showed an enhanced sense of presence whereas the high GE students expressed deeper engagement. Regarding cognitive styles, Pask’s Holism/Serialism was adopted. Holists experienced an enhanced feeling of presence whereas Serialists showed deeper engagement. On the other hand, Study Two was conducted with a qualitative approach, where 11 students were further interviewed. The results showed that GE considerably affected their reactions, in terms of favored preferences and engagement, whereas cognitive styles did not have great effects. Based on the findings, a design framework was proposed for the development of personalized game-based learning systems in the future.
Chen, Yuh-Tyng; Liou, Shyhnan; Chen, Lin-Fan
doi: 10.1080/10447318.2018.1543082pmid: N/A
This study re-designed the classroom activities with consideration to interactions between human factors, such as gender and cognitive style, to technology as well as human-to-human interactions in the flipped classroom and explored their interrelationships. Sixty-two first-year college students of a Packaged Software and Application course were divided into two groups. The experimental group (N = 29) employed the revised flipped classroom format, while the conventional flipped classroom model was used with the control group (N = 27). Research data were obtained via pre-class quizzes, final grades, a learning satisfaction questionnaire, and interviews. The results led to the following conclusions: (1) Cognitive style and learning strategy significantly affected students’ learning performance and satisfaction in both the flipped and revised flipped classrooms. (2) The interactive video, peer-learning, and social management issues associated with group work may motivate students’ self-regulation. The implications of these results for the design of the flipped classroom are discussed in detail.
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