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    RRL

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    Hazel L. ansula
    Mobile learning is becoming important for education due to shutdowns, but screen size affects cognitive load. Smaller smartphone screens create the least cognitive load, while larger phones and smaller tablets create more. Students with smaller screens perform better. A study found primary students performed worse on comprehension tests using mobile phones versus laptops. While students view mobile video positively, very small screens under 2 inches may inhibit learning from video materials. Using large displays can improve task performance for some users depending on their visual attention abilities and the nature of the task. Screen size should consider users' cognitive abilities and the task.

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    RRL

    Uploaded by

    Hazel L. ansula
    22 views1 page
    Mobile learning is becoming important for education due to shutdowns, but screen size affects cognitive load. Smaller smartphone screens create the least cognitive load, while larger phones and smaller tablets create more. Students with smaller screens perform better. A study found primary students performed worse on comprehension tests using mobile phones versus laptops. While students view mobile video positively, very small screens under 2 inches may inhibit learning from video materials. Using large displays can improve task performance for some users depending on their visual attention abilities and the nature of the task. Screen size should consider users' cognitive abilities and the task.

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    Mobile learning is becoming important for education due to shutdowns, but screen size affects cognitive load. Smaller smartphone screens create the least cognitive load, while larger phones and smaller tablets create more. Students with smaller screens perform better. A study found primary students performed worse on comprehension tests using mobile phones versus laptops. While students view mobile video positively, very small screens under 2 inches may inhibit learning from video materials. Using large displays can improve task performance for some users depending on their visual attention abilities and the nature of the task. Screen size should consider users' cognitive abilities and the task.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    22 views1 page

    RRL

    Uploaded by

    Hazel L. ansula
    Mobile learning is becoming important for education due to shutdowns, but screen size affects cognitive load. Smaller smartphone screens create the least cognitive load, while larger phones and smaller tablets create more. Students with smaller screens perform better. A study found primary students performed worse on comprehension tests using mobile phones versus laptops. While students view mobile video positively, very small screens under 2 inches may inhibit learning from video materials. Using large displays can improve task performance for some users depending on their visual attention abilities and the nature of the task. Screen size should consider users' cognitive abilities and the task.

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    © All Rights Reserved
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    Mobile learning is becoming a crucial tool in this era of face-to-face shutdown of education, and

    however the whole process currently faces a significant deficiency due to the kind of cognitive load that
    does exist and its relation with mobile device screen display size. It is well-established that certain
    screen sizes are more effective than others. A research conducted by Alasmari (2020), revealed that
    students having smartphones with small screen sizes get the least cognitive load, followed by large-
    screen tablet users who get the second least cognitive load, whereas the small-screen tablets and large
    screen smartphones create the most cognitive load. On the other hand, students have a great impact of
    cognitive load on their performance and efficiency. According to the findings, students having small
    screen size smartphones got the lowest cognitive load.

    Mangen (2013) conducted an experiment on primary school children, to look at the nature of the
    electronic media used by students to see if that has an effect on learning outcomes. Using a specific
    testing format, students undertook a comprehension test immediately after studying a text either using
    a mobile phone or a lap-top. The decision on what device to use was the students’ own with most opting
    to use a mobile phone (68% of the students). Analysis of answers from the comprehension test after the
    study period showed a significant decrease in student performance when they used mobile phones
    compared to lap-tops (p < 0.05). This study shows that despite the move by many universities to employ
    mobile telephone apps to enhance learning and engagement by students, the type of device used may
    be crucial.

    The development of digital media technology in the twenty-first century has led to a rapid
    development of moving images as an educational medium. Higher education is experiencing a paradigm
    shift in how video-based learning resources are delivered. A paper by Bennett, Hand, and Allan (2008)
    investigated the effect of mobile phone screen size (1.65 inches- 2.75 inches) on video based learning.
    Findings indicate that regardless of the screen size of a mobile phone, students tended to have a
    positive overall opinion of m-learning and watching the video significantly increased their knowledge of
    the subject area. However, if an m-learning environment that relies heavily on video based material is
    displayed on a mobile device with a small screen (1.65 inches), such as an average mobile phone, then
    the effectiveness of the learning experience may be inhibited. An experiment on the impact of large
    displays and cognitive factors influenced virtual reality performances shows that some users, depending
    on their visual attention abilities, improve their performances when working with large displays. This
    experiment shows also that performances gain depend on the nature of the task. The results permit to
    consider large display as a cognitive aid for difficult interaction tasks or for users with low visual
    attention abilities. This type of cognitive approach can help designers to make choice of display
    configuration depending on users’ cognitive abilities and tasks. (Tyndiuk, Lespinet-Najib, Thomas, and
    Schlick, 2004)

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