The purpose of this study was to investigate the effects of different teaching strategies (text-based concept mapping vs. image-based concept mapping) on the learning outcomes and cognitive processes of mobile learners. Eighty-six college freshmen enrolled in the "Local Area Network Planning and Implementation" course taught by the first author participated in the research. This study randomly selected one class as the experimental group and the other as the control group. Students in the experimental group used image-based concept mapping to finish assigned tasks and those in the control group used text-based concept mapping to complete the same tasks. Quantitative analysis combined with qualitative analysis was used to examine the learning outcomes and cognitive levels of the students, as defined by the revised Bloom's taxonomy. The results showed that (1) there was no significant difference in students' learning achievements, (2) the group using image-based concept mapping showed higher level than the text-based group in the dimension of understanding and creating and (3) the image-based concept mapping strategy was more complete and diverse than the text-based concept mapping strategy.
Practitioner notesWhat is already known about this topic • Concept mapping is one of the famous chart-based learning strategies to enable formalization and analysis of the process of learning in science education. • The dual coding predicts that if pupils are offered the same conceptual material in a concept map format, versus a more normal, non-graphic format, the concept mapping approach would lead to better memorization of the material. • Many concept mapping studies indicated that students who study from concept maps have better learning performance in comparison to students who study isomorphic text representations.What this paper adds• This study attempts to use image-based concept mapping as a novel mobile learning teaching strategy to conquer the problems of fragmented and scattered knowledge structures in e-learners.
This paper investigates the capability of Kinect sensor as interactive technology and discusses how it can assist and improve teaching and learning. The Kinect sensor is a motion sensor that provides a natural user interface. It was implemented by Microsoft for the Xbox 360 video-game console to create a new control-free experience for the user without any intermediary device. The Kinect sensor can enhance kinesthetic pedagogical practices to profit learners with strong bodily-kinesthetic intelligence (body smart). As a learning tool, the Kinect sensor has potential to create interactive games, to increase learner motivation, and to enhance learning efficiency via its multimedia and multisensory capacity. Many students must learn spatial skills to improve learning achievement in science, mathematics, and engineering. This paper will focus on developing the Kinect sensor-assisted game-based learning system with ARCS model to provide kinesthetic pedagogical practices for learning spatial skills, motivating students, and enhancing students' effectiveness. The responses to the System Usability Scale indicated that our system demonstrated usability and learnability. We conclude that the Kinect sensor-assisted learning system promotes the development of students' spatial visualization skills and encourages them to become active learners.
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