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Although learning styles are considered as an important factor in education, students often have to learn in courses that do not support their learning styles. A challenge for technology facilitated learning is therefore to assist and help students to cope with courses that do not match their learning styles by training and developing their less preferred skills. In this paper, the interactions between students' learning styles, their behaviour, and their performance in an online course that is mismatched regarding their learning styles were analysed. The results show which learners need more help in mastering mismatched courses, help in getting a better understanding about how students with good performance record and poor performance record learn with respect to their learning styles, and provide information about how to identify learners who might have difficulties in learning based on their behaviour.

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<span>The purposes of this study were twofold. The first aim was to design and develop a clicker-based instructional model known as </span><em>Clicker-Assisted Conceptual Change</em><span> (CACC), based on the cognitive conflict approach for conceptual change, to help students to learn scientific concepts. The second aim was to determine the beneficial effects of CACC on students' scientific learning and to explore how CACC might achieve these benefits. Introductory physics was the learning subject, and a mixed-method embedded observation and interview methodology within a quasi-experimental design was used to address the second aim. The participants in this study were 275 first year undergraduates from 6 classes. One class was selected as the experimental group (50 first years) and the other 5 classes were selected as the comparison group (225 first years). The results show that the experimental group who used CACC performed significantly better in the comprehension test than did the comparison group, who used common instructional methods. However, the performance of the calculation test did not differ significantly between the two groups. Several benefits and challenges of CACC are used to explain these findings based on the observational and interview data. Finally, recommendations for future studies on the application of clickers are provided based on this work.</span>

This study investigated whether arrow‐line cues can improve the effectiveness and efficiency of learning in a mobile device supported learning environment on leaf morphology of plants, either with or without the use of real plants. A cued and un‐cued condition, in which primary school students used text and pictures on a tablet PC, were compared with a cued and un‐cued condition, in which the students used the text and pictures on the tablet PC and real plants. Using the theoretical framework of cognitive load theory, it was expected that arrow‐line cues would decrease extraneous cognitive load and that the availability of real plants would increase germane cognitive load. Arrow‐line cues were hypothesized to decrease split‐attention effects by supporting the students’ mental integration of different sources of related information on the mobile device, materializing in a more favorable relationship between learning time and test performance (ie, higher learning efficiency) in the cued conditions than in the un‐cued conditions. The availability of real plants was hypothesized to foster learning efficiency by providing a more motivating physical environment, in which the students could verify the knowledge available on a mobile device with real plants. However, this positive germane cognitive load effect was only expected in combination with decreased extraneous cognitive load in the cued condition. Whereas, the results showed higher efficiency of the cued conditions than the un‐cued conditions, no difference was found between the cued conditions with or without real plants. The implications of the results for research and design of mobile device supported learning environments are discussed. Practitioner Notes Mobile device‐supported learning has been widely used in different learning fields. Mobile device‐supported learning in the physical environment would result in substantial split‐attention effects, which impose a high extraneous cognitive load and hamper learning. Cueing is the method that has recently been shown to be effective in decreasing split‐attention and enhancing learning. Applying a cueing method, named arrow‐line cueing, supports learners’ integration of texts and pictures on the mobile device. Investigating whether arrow‐line cues can improve the effectiveness and efficiency of learning in a mobile device‐supported learning environment on leaf morphology of plants, either with or without the use of real plants. Investigating whether arrow‐line cues can decrease extraneous cognitive load and whether the availability of real plants can increase germane cognitive load. Practitioners could apply the arrow‐line cues in designing learning materials for the mobile device supported learning in the physical environment. Practitioners should consider the negative effects of cognitive overload when using mobile device supported learning in the physical environment. Practitioners should try to develop and use more methods to reduce extraneous cognitive load in mobile device‐supported learning i...