View in EDS HTML Full Text PDF Full Text

Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations.

Saved in:
Bibliographic Details
Title: Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations.
Authors: Hochberg, Katrin1 (AUTHOR) khochberg@physik.uni-kl.de, Becker, Sebastian1 (AUTHOR), Louis, Malte1 (AUTHOR), Klein, Pascal1 (AUTHOR), Kuhn, Jochen1 (AUTHOR)
Source: Journal of Science Education & Technology. Apr2020, Vol. 29 Issue 2, p303-317. 15p. 2 Diagrams, 9 Charts, 2 Graphs.
Subject Terms: *Cognitive load, *Cognitive analysis, *Science education, *Student interests, Smartphones, Videos, Samsung Galaxy S
Abstract: Mobile devices (smartphones or tablets) as experimental tools (METs) offer inspiring possibilities for science education, but until now, there has been little research studying this approach. Previous research indicated that METs have positive effects on students' interest and curiosity. The present investigation focuses on potential cognitive effects of METs using video analyses on tablets to investigate pendulum movements and an instruction that has been used before to study effects of smartphones' acceleration sensors. In a quasi-experimental repeated-measurement design, a treatment group uses METs (TG, NTG = 23) and a control group works with traditional experimental tools (CG, NCG = 28) to study the effects on interest, curiosity, and learning achievement. Moreover, various control variables were taken into account. We suppose that pupils in the TG have a lower extraneous cognitive load and higher learning achievement than those in the CG working with traditional experimental tools. ANCOVAs showed significantly higher levels of learning achievement in the TG (medium effect size). No differences were found for interest, curiosity, or cognitive load. This might be due to a smaller material context provided by tablets, in comparison to smartphones, as more pupils possess and are familiar with smartphones than with tablets. Another reason for the unchanged interest might be the composition of the sample: While previous research showed that especially originally less-interested students profited most from using METs, the current sample contained only specialized courses, i.e., students with a high original interest, for whom the effect of METs on their interest is presumably smaller. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 142665162
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hochberg%2C+Katrin%22">Hochberg, Katrin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> khochberg@physik.uni-kl.de</i><br /><searchLink fieldCode="AR" term="%22Becker%2C+Sebastian%22">Becker, Sebastian</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Louis%2C+Malte%22">Louis, Malte</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Klein%2C+Pascal%22">Klein, Pascal</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kuhn%2C+Jochen%22">Kuhn, Jochen</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Apr2020, Vol. 29 Issue 2, p303-317. 15p. 2 Diagrams, 9 Charts, 2 Graphs.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+analysis%22">Cognitive analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+interests%22">Student interests</searchLink><br /><searchLink fieldCode="DE" term="%22Smartphones%22">Smartphones</searchLink><br /><searchLink fieldCode="DE" term="%22Videos%22">Videos</searchLink><br /><searchLink fieldCode="DE" term="%22Samsung+Galaxy+S%22">Samsung Galaxy S</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Mobile devices (smartphones or tablets) as experimental tools (METs) offer inspiring possibilities for science education, but until now, there has been little research studying this approach. Previous research indicated that METs have positive effects on students' interest and curiosity. The present investigation focuses on potential cognitive effects of METs using video analyses on tablets to investigate pendulum movements and an instruction that has been used before to study effects of smartphones' acceleration sensors. In a quasi-experimental repeated-measurement design, a treatment group uses METs (TG, NTG = 23) and a control group works with traditional experimental tools (CG, NCG = 28) to study the effects on interest, curiosity, and learning achievement. Moreover, various control variables were taken into account. We suppose that pupils in the TG have a lower extraneous cognitive load and higher learning achievement than those in the CG working with traditional experimental tools. ANCOVAs showed significantly higher levels of learning achievement in the TG (medium effect size). No differences were found for interest, curiosity, or cognitive load. This might be due to a smaller material context provided by tablets, in comparison to smartphones, as more pupils possess and are familiar with smartphones than with tablets. Another reason for the unchanged interest might be the composition of the sample: While previous research showed that especially originally less-interested students profited most from using METs, the current sample contained only specialized courses, i.e., students with a high original interest, for whom the effect of METs on their interest is presumably smaller. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=142665162
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10956-020-09816-w
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 303
    Subjects:
      – SubjectFull: Cognitive load
        Type: general
      – SubjectFull: Cognitive analysis
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Student interests
        Type: general
      – SubjectFull: Smartphones
        Type: general
      – SubjectFull: Videos
        Type: general
      – SubjectFull: Samsung Galaxy S
        Type: general
    Titles:
      – TitleFull: Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hochberg, Katrin
      – PersonEntity:
          Name:
            NameFull: Becker, Sebastian
      – PersonEntity:
          Name:
            NameFull: Louis, Malte
      – PersonEntity:
          Name:
            NameFull: Klein, Pascal
      – PersonEntity:
          Name:
            NameFull: Kuhn, Jochen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Text: Apr2020
              Type: published
              Y: 2020
          Identifiers:
            – Type: issn-print
              Value: 10590145
          Numbering:
            – Type: volume
              Value: 29
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Science Education & Technology
              Type: main
ResultId 1