The purpose of this quasi-experimental study is to examine whether attention cueing benefits learners of ancient Egyptian culture using mobile-assisted instrumentation. A self-regulatory, mobile phone based set of visualizations depicting ancient Egyptian culture served as the primary instrument. A total of 50 learners of English as a foreign language (EFL) from two sections of a reading course were randomly assigned to one of two groups. First, the participants were tested to assess their English reading level and prior knowledge of Egyptian culture. Next, they were randomly assigned to one of two modes: picture-plus-text or picture-plus-text-plus-signal. Immediately after experimental treatment, participants were administered tests of pictorial recall, matching, jigsaw puzzles, and retention as well as cognitive load measurement and attitude questionnaires. Experimental treatment was the independent variable, while the comprehension test, cognitive load questionnaire, and attitude questionnaire were the dependent variables. The results indicated that learners in the cueing condition outperform those in a non-cueing condition for matching and total score, but not for retention. The analysis of cognitive load revealed that learners in the cueing condition experience lower germane load than those in the non-cueing condition. However, the result of the questionnaires indicated that all the students felt mobile phones were convenient and useful in English learning regardless of the presence or not of attention cueing. The results stress the importance of presenting attention-capturing arrows in external representation as it can result in better learning efficiency.

中文翻译：

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注意提示对手机英语阅读的影响

这项准实验性研究的目的是检查注意力提示是否使使用移动辅助仪器的古埃及文化学习者受益。一套自律的、基于手机的描绘古埃及文化的可视化是主要工具。来自阅读课程两个部分的总共 50 名英语作为外语 (EFL) 的学习者被随机分配到两组中的一组。首先，参与者接受测试以评估他们的英语阅读水平和埃及文化的先验知识。接下来，他们被随机分配到两种模式之一：图片加文本或图片加文本加信号。实验治疗后立即对参与者进行图片回忆、匹配、拼图、和保留以及认知负荷测量和态度问卷。实验治疗为自变量，理解力测验、认知负荷问卷和态度问卷为因变量。结果表明，提示条件下的学习者在匹配和总分方面优于非提示条件下的学习者，但在保留方面则不然。对认知负荷的分析表明，提示条件下的学习者比非提示条件下的学习者体验到更低的密切关系负荷。然而，问卷结果表明，无论是否存在注意力提示，所有学生都认为手机在英语学习中是方便和有用的。