NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1217621
Record Type: Journal
Publication Date: 2019
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0738-0569
How Learner Experience and Types of Mobile Applications Influence Performance: The Case of Digital Annotation
Léger, Pierre-Majorique; An Nguyen, Thanh; Charland, Patrick; Sénécal, Sylvain; Lapierre, Hugo G.; Fredette, Marc
Computers in the Schools, v36 n2 p83-104 2019
The study investigates how learner experience with applications (apps) and how app types (native vs. non-native) influence performance in reading comprehension. Twenty-five high school students used different apps to read four texts. The students were asked to use the annotation feature of the apps to facilitate their reading. Ease of use, usefulness, and enjoyment were self-reported. Cognitive load and valence were inferred from pupil diameter and facial expressions. Results showed no significant association between the number of annotations and reading comprehension. However, comprehension was better when the apps were perceived as easier to use, more useful, and more enjoyable. Regression analyses revealed that students performed significantly better when using native apps. There were also significant interactions between cognitive load and app types on reading comprehension, and between valence and app types on reading comprehension. Based on the students' feedback, basic requirements for an ideal annotation tool are identified.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A