Unpacking the Inherent Design Principles of Mobile Microlearning

Jahnke, Isa; Lee, Yen-Mei; Pham, Minh; He, Hao; Austin, Linda

doi:10.1007/s10758-019-09413-w

Cited by 67 publications

(70 citation statements)

References 57 publications

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“…A commonly employed strategy to combat this reported attention decrement within an education context is the use of 'chunking' and micro-learning (see e.g., Jahnke et al, 2020;Major & Calandrino, 2018). Although conceptually similar, there are arguably some noteworthy differences between chunking and micro-learning.…”

Section: Benefits Of 'Chunking' Learning Materialsmentioning

confidence: 99%

The impact of lecture chunking format on university student vigilance: Implications for classroom pedagogy

Harris

Buglass

Gous

2021

JPSP

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Consistent with capacity theories of attention, attention can be sustained to the extent that spare mental resources remain available. The traditional lecture in higher education has received criticism for being too long to hold a student's attention. This is based on several author's claims that there is a measurable decrement in student attention after approximately 10-15 minutes of sustained content delivery. The present research aimed to investigate if providing small, separate units of an asynchronous lecture is able to enhance motivation for task engagement through perceived achievability of the learning outcomes, and consequently, enhance sustained attention amongst postgraduate university students. Utilising a quasiexperimental design, 51 postgraduate psychology students were recruited by opportunistic sampling from a cognitive psychology lecture on an MSc Psychology course, and given the option to watch either a long, single-video version of a lecture, or the same lecture delivered as smaller separate video chunks. Key findings indicate that presenting the material as smaller separate video units increased the perceived achievability of the learning outcomes and reduced the number of attention lapses experienced, but not the duration of those lapses, all measured via self-report single-item measures. The shorter separate videos condition also saw greater levels of break taking compliance. Looking at the sample as a whole using a hierarchical regression analysis, whilst controlling for student mind wandering tendencies as measured by the Mind Excessively Wandering Scale (MEWS), taking breaks was a significant negative predictor of attention lapses. Taken together, this suggests taking breaks is an integral part of sustained attention, and that chunking lectures into separate video units increases break taking compliance. Therefore, when designing online asynchronous learning material, lecturers should consider the value of chunking learning material for its potential direct and indirect effect on sustained attention.

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Section: Benefits Of 'Chunking' Learning Materialsmentioning

confidence: 99%

The impact of lecture chunking format on university student vigilance: Implications for classroom pedagogy

Harris

Buglass

Gous

2021

JPSP

View full text Add to dashboard Cite

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“…Microlearning is designed as small chunks of learning content that learners can easily access in specific moments such as time breaks or on the move (Gabrielli et al, 2006). While typical lessons in e-learning consist of an opening, presentation, exercises, and closing, microlearning content may omit some elements to make small chunks of learning content (Jahnke et al, 2020). Microlearning content is also easily editable, applicable, and reusable in a form suitable for individual learner's needs (Polsani, 2003).…”

Section: Microlearning Designmentioning

confidence: 99%

“…For instance, Fox (2016) contends that microlearning is inappropriate when students are learning something for the first time or complex knowledge and skills. Similarly, Jahnke et al (2020) suggest that microlearning is appropriate when learning objectives focus on the level of "understanding" in the Bloom's taxonomy, and high-order thinking skills (e.g., deep analysis) is rather difficult to learn through microlearning. Microlearning is used to activate prior knowledge and to reinforce learning experiences (Hanshaw & Hanson, 2018;Paul, 2016).…”

Section: Microlearning Designmentioning

confidence: 99%

“…We could locate only one research that specifically discussed the design of microlearning content for mobiles. Drawn from the analysis of the literature and interviews with industry professionals, Jahnke et al (2020) propose eight design principles of mobile microlearning: (1) interactive microcontent for closing practical skill gaps (e.g., practical problems), (2) chunked courses, (3) instructional flow of activity-based model of instruction (e.g., sequencing, instant feedback), (4) system design (e.g., push notification, tracking), (5) supporting learner needs (e.g., the moment of need), (6) supporting social structures (e.g., connecting learners), ( 7) cost and affordable subscription model, and ( 8) curriculum that provides single lessons and may lead to certificates or degrees. While these are useful design guidelines, they were mainly drawn from the scholarly articles and expert opinions, and learners' perceptions about these design aspects were not reflected.…”

Section: Microlearning Designmentioning

confidence: 99%

“…The design of microlearning, however, should go beyond small chunks of video clips and include strategies to engage learners in deeper learning processes (Major & Calandrino, 2018). Jahnke et al (2020) contend that the design of microlearning content for mobile platforms and devices is "shifting from a pure video watching approach to a more activity-based model of instruction in which the learner reads or watches something but then s/he has to be active to apply the new knowledge" (p.28). Gamification has been used to make the design of microlearning content more interactive (Ahmad, 2018;Göschlberger & Bruck, 2017).…”

Section: Microlearning Designmentioning

confidence: 99%

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Examining the Design of Microlearning for Korean Adult Learners

So¹,

Roh²

2020

Preprint

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Considering the increasing demand for microlearning in informal learning spaces, the main purpose of this research is to examine the design of microlearning perceived by adult learners and experts in Korea. The research questions include: (1) what modality and content length do adult learners perceive to be relevant for microlearning? (2) what content areas do adult learners perceive to be relevant for microlearning? and (3) what are the expected impacts and future directions of microlearning perceived by the experts? The participants include 11 e-learning experts and 326 adult learners working in the fields of science and technology. Data were collected from the learner survey, focus group interview, and expert survey. Overall, this study found that adult learners tend to have some conflicting opinions about the content areas perceived to be relevant for e-learning and microlearning. The design of content that takes the modality of video consumed within 3-5 minutes was considered to be the most relevant for microlearning. Experts perceived that microlearning is an efficient and effective direction for adult learners to enhance professional knowledge and to broaden informal learning opportunities. However, the experts were less positive about the potential of microlearning for increasing convergence research and learning transfer. There was a considerable gap between desirability and feasibility in the directions toward integrating microlearning with advanced technologies. Based on the key findings, we discuss some implications concerning the design of microlearning for adult learners’ informal learning. Cite as So, H-J., Lee, H., Roh, S-Z. (2020) Examining the Design of Microlearning for Korean Adult Learners. Computer-Based Learning in Context, 2(1), 40-53. DOI: 10.5281/zenodo.4057859

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