Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning

Lu, Taijin; Yang, Xinrong

doi:10.29333/ejmste/85110

Cited by 14 publications

(11 citation statements)

References 34 publications

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“…It is clear from these findings that the mobile-assisted learning environment has a significant positive effect on students' academic achievement. This conclusion is supported by a number of past research, including work by Bahrani (2011), Chen and Li (2010), Hsu, Hwang, and Chang (2013), Hwang, Huang, Shadiev, Ivić and Jakopec (2016), Hwang et al (2014), Kim and Kim (2012), Lu and Yang (2018), Stockwell (2010), Sung, Chang, and Liu (2016), and Sung, Chang, and Yang (2015).…”

Section: Analysis Of Qualitative Datasupporting

confidence: 55%

“…Integration of mobile devices to support language practice and facilitate language learning have also extensively investigated. Some studies have found that mobile phones and tablets, when used appropriately, may assist students in improving academic achievement (Huang, Lin & Cheng, 2010;Ivić & Jakopec, 2016;Lu & Yang, 2018). In a meta-analysis, Sung, Chang, and Liu (2016) found that using mobile devices in education had a medium effect size for learning achievement.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Mobile-Assisted Language Learning Environment on EFL Students’ Academic Achievement, Cognitive Load and Acceptance of Mobile Learning Tools

Özer

Kiliç

2018

EURASIA J MATH SCI T

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This study reports on the investigation of the effect of mobile assisted learning environment on academic achievement, acceptance of mobile learning tools and cognitive load of EFL students. This study used a mixed methods approach which involves the collection and analysis of quantitative and qualitative data to identify the effect of mobile learning in a foreign language learning environment. Quantitative data were collected from 63 foreign language learners via an academic achievement test, cognitive load scale and mobile learning tools acceptance scale, before and after a sixweek intervention period. Following the intervention, eight students from the experimental group answered open-ended questions about their experience during group interviews. Results showed a significant difference in academic achievement and mobile learning tools acceptance level of students in favor of the experimental group. The study also showed that although the students learning a foreign language in mobile assisted learning environment were not cognitively overloaded, students in the control group were. The themes emerged from the qualitative data point to the positive and negative sides of the mobile-assisted learning environment.

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Section: Analysis Of Qualitative Datasupporting

confidence: 55%

Section: Introductionmentioning

confidence: 99%

The Effect of Mobile-Assisted Language Learning Environment on EFL Students’ Academic Achievement, Cognitive Load and Acceptance of Mobile Learning Tools

Özer

Kiliç

2018

EURASIA J MATH SCI T

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“…Among the factors that can exaggerate the differences between learning methods are students' ability and interest. According to Lu and Yang (2018), some students prefer to receive information from what they hear and say. Respectively, the verbal learning style is more effective and meaningful for them as it allows them to achieve better results.…”

Section: Effectiveness Of Distance/online Learning In Primary Schoolmentioning

confidence: 99%

Remote elementary education: a comparative analysis of learner development (part 1)

Kleinke

Cross

2021

JRIT

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PurposeThe purpose of this two-part research was to investigate the effect of remote learning on student progress in elementary education. Part one, presented in this paper, examined achievement differences between learners in a fully remote learning environment and those in a hybrid setting.Design/methodology/approachA quantitative, quasi-experimental study with factorial design was used to investigate group differences in student achievement between the different learning environments. Ex-post-facto data from standardized test scores were utilized to examine in which ways the learning environment may have affected learner progress in two distinct subject areas crucial to elementary education: English language (ELA) and math.FindingsFindings revealed a significant difference between the two learning environments in both subject areas. While preexisting group differences, selection biases and testing inconsistencies could be effectively ruled out as potential causes for the observed differences, other factors such as developmental and environmental differences between the learning environments seemed to be influential. Therefore, the follow-on research aimed at further investigating and confirming the influence of such factors and will be presented in a Part 2 paper.Practical implicationsKnowledge of the observed differences in learning achievements between the different environments, as well as the factors likely causing them, may aid educators and school administrators in their decision processes when faced with difficult circumstances such as during the pandemic.Originality/valueWhen the SARS-CoV-2 virus started to rapidly spread around the globe, educators across the world were looking for alternatives to classroom instruction. Remote learning became an essential tool. However, in contrast to e-learning in postsecondary education, for which an abundance of research has been conducted, relatively little is known about the efficacy of such approaches in elementary education. Lacking this type of information, it seems that educators and administrators are facing difficult decisions when trying to align the often conflicting demands of public health, local politics and parent pressure with what may be best for student learning.

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“…Abdullah et al (2015) reveal that students' performance in elearning environment increase when considering their preference. Similaryly, Lu and Yang (2018) state that a significant correlation exists between learning style and achievement in m-learning. Furthermore, Kim et al (2017) reveal that individuals with a high level of innovativeness enjoy and adopt m-learning.…”

Section: Research Objectivementioning

confidence: 99%

Exploring relationships between Kolb’s learning styles and mobile learning readiness of pre-service teachers: A mixed study

Ata

Çevik

2018

Educ Inf Technol

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The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory -Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their mlearning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on mlearning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature.

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Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning

Cited by 14 publications

References 34 publications

The Effect of Mobile-Assisted Language Learning Environment on EFL Students’ Academic Achievement, Cognitive Load and Acceptance of Mobile Learning Tools

The Effect of Mobile-Assisted Language Learning Environment on EFL Students’ Academic Achievement, Cognitive Load and Acceptance of Mobile Learning Tools

Remote elementary education: a comparative analysis of learner development (part 1)

Exploring relationships between Kolb’s learning styles and mobile learning readiness of pre-service teachers: A mixed study

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