Content type and perceived multimedia quality in mobile learning

Molnar, Andreea

doi:10.1007/s11042-016-4062-2

Cited by 25 publications

(30 citation statements)

References 43 publications

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“…We have tested that all the mobile phones of students are able to run the software smoothly before the experiment. Besides, it proved that screen size of mobile devices has no significant impact on the learning effect (Molnar, ), so this study does not consider the impact of screen size. During the learning activity and the data analysis process, all of the students' personal information, including their names, were hidden and replaced by their school number as identification.…”

Section: Methodsmentioning

confidence: 99%

Learning performance and cognitive load in mobile learning: Impact of interaction complexity

Wang

Fang²,

Miao

2018

Computer Assisted Learning

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In the increasing pervasiveness of today's digital society, mobile devices are changing the face of education. Students can interact with mobile devices in context-aware environment. This paper presents a mobile application based on expert system (Plant-E) for students to acquire knowledge about plant classification by answering decision-making questions. In order to study effectiveness of Plant-E and cognitive load of students who experience different kinds of interaction in learning process, another mobile application (Plant-G) only providing information pages of plants was developed. A quasi-experiment was conducted with three classes of 137 seventh graders. The three classes, Class A with 46 students using Plant-E in campus, Class B with 44 students using Plant-G in campus, and Class C with 47 students using Plant-G in a traditional classroom, constitute three groups with different interaction complexity. The research conducted pretest, posttest, and delayed test to evaluate learning performance of students in three classes and used a questionnaire to investigate their perceptions and attitudes towards proposed system. Results show that interaction complexity has an impact on students' learning performance and mental effort in mobile learning; the higher the interaction complexity is, the higher mental effort and the better learning performance in mobile learning will be.

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Section: Methodsmentioning

confidence: 99%

Learning performance and cognitive load in mobile learning: Impact of interaction complexity

Wang

Fang²,

Miao

2018

Computer Assisted Learning

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“…Recent works have focused on a device-oriented content adaptation ( [14], [15]) e work presented 3 h ps://techcrunch.com/2016/01/23/when-virtual-reality-meets-education/ Figure 1: Items addressed by TEL-related standards in ITU [1] in [14] shows for instance how a content adaptation driven by device characteristics can lead to an optimal trade-o between QoE and energy savings, highly required in mobile learning. Other very recent studies [7] are focusing on the aspect of balancing between content adaptation and learner QoE with the aim of maximizing the later.…”

Section: Related Workmentioning

confidence: 99%

“…As shown in Fig. 2, the test-bed consists of two subsystems: the Mulsemedia Player and the Mulsemedia Device Controller: Mulsemedia Player was developed based on the VideoLan player (VLC Nightly Build 3.0 and higher) 7 , which performs 2D/3D video streaming, decoding and playback. In the testbed, the mulsemedia player decodes the testing videos with the mulsemediaenhanced time-stamped scripts, and then synchronizes the timestamped information with the Mulsemedia Device Controller.…”

Section: Mulsemedia-enhanced Teaching Experiments 31 Mulsemedia-enhamentioning

confidence: 99%

Can Multisensorial Media Improve Learner Experience?

Zou

Tal

Covaci³

et al. 2017

Proceedings of the 8th ACM on Multimedia Systems Conference

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In recent years, the emerging immersive technologies (e.g. Virtual/Augmented Reality, multisensorial media) bring brand-new multi-dimensional e ects such as 3D vision, immersion, vibration, smell, air ow, etc. to gaming, video entertainment and other aspects of human life. is paper reports results from an European Horizon 2020 research project on the impact of multisensoral media (mulsemedia) on educational learner experience. A mulsemediaenhanced test-bed was developed to perform delivery of video content enhanced with haptic, olfaction and air ow e ects. e results of the quality rating and questionnaires show signi cant improvements in terms of mulsemedia-enhanced teaching.

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“…In response to technological advancements, varieties of multimedia information delivery tools have been developed and are currently in use to enhance students' learning outcomes. These supplementary materials include podcasts, screencasts and educational software available for use on a personal computer and mobile devices, such as smartphones and tablets (Scalise et al, ; Green et al, ; Molnar, ). The availability of multimedia technology, digital content and software empowers the modern‐day students as it provides opportunities to engage with learning materials more easily and effectively.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

Moro

Štromberga

Raikos

et al. 2017

Anatomical Sciences Ed

633

612

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Although cadavers constitute the gold standard for teaching anatomy to medical and health science students, there are substantial financial, ethical, and supervisory constraints on their use. In addition, although anatomy remains one of the fundamental areas of medical education, universities have decreased the hours allocated to teaching gross anatomy in favor of applied clinical work. The release of virtual (VR) and augmented reality (AR) devices allows learning to occur through hands-on immersive experiences. The aim of this research was to assess whether learning structural anatomy utilizing VR or AR is as effective as tablet-based (TB) applications, and whether these modes allowed enhanced student learning, engagement and performance. Participants (n = 59) were randomly allocated to one of the three learning modes: VR, AR, or TB and completed a lesson on skull anatomy, after which they completed an anatomical knowledge assessment. Student perceptions of each learning mode and any adverse effects experienced were recorded. No significant differences were found between mean assessment scores in VR, AR, or TB. During the lessons however, VR participants were more likely to exhibit adverse effects such as headaches (25% in VR P < 0.05), dizziness (40% in VR, P < 0.001), or blurred vision (35% in VR, P < 0.01). Both VR and AR are as valuable for teaching anatomy as tablet devices, but also promote intrinsic benefits such as increased learner immersion and engagement. These outcomes show great promise for the effective use of virtual and augmented reality as means to supplement lesson content in anatomical education. Anat Sci Educ 10: 549-559. © 2017 American Association of Anatomists.

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Content type and perceived multimedia quality in mobile learning

Cited by 25 publications

References 43 publications

Learning performance and cognitive load in mobile learning: Impact of interaction complexity

Learning performance and cognitive load in mobile learning: Impact of interaction complexity

Can Multisensorial Media Improve Learner Experience?

The effectiveness of virtual and augmented reality in health sciences and medical anatomy

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