Abstract
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.
Similar content being viewed by others
References
Amadieu, F., Marine, C., & Laimay, C. (2011). The attention-guiding effect and cognitive load in the comprehension of animations. Computers in Human Behavior, 27(1), 36–40. https://doi.org/10.1016/j.chb.2010.05.009
Boucheix, J.-M., & Guignard, H. (2005). What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation. European Journal of Psychology of Education, 20(4), 369–388. https://doi.org/10.1007/BF03173563
Boucheix, J.-M., & Lowe, R. K. (2010). An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations. Learning and Instruction, 20(2), 123–135. https://doi.org/10.1016/j.learninstruc.2009.02.015
Boucheix, J.-M., Lowe, R. K., Putri, D. K., & Groff, J. (2013). Cueing animations: Dynamic signaling aids information extraction and comprehension. Learning and Instruction, 25, 71–84. https://doi.org/10.1016/j.learninstruc.2012.11.005
Chen, C.-M., & Hsu, S.-H. (2008). Personalized intelligent mobile learning system for supporting effective English learning. Educational Technology & Society, 11(3), 153–180.
Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/BF01320076
Crooks, S. M., Cheon, J., Inan, F., Ari, F., & Flores, R. (2012). Modality and cueing in multimedia learning: Examining cognitive and perceptual explanations for the modality effect. Computers in Human Behavior, 28(3), 1063–1071. doi: 10.1016/j.chb.2012.01.010
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. doi: 10.2307/249008
Dodd, B. J., & Antonenko, P. D. (2012). Use of signaling to integrate desktop virtual reality and online learning management systems. Computers & Education, 59(4), 1099–1108. https://doi.org/10.1016/j.compedu.2012.05.016
Dorling Kindersley (2013). Knowledge encyclopedia. London, England: Dorling Kindersley.
Flesch, R. (1948). A new readability yardstick. Journal of Applied Psychology, 32(3), 221–233. https://doi.org/10.1037/h0057532
Florax, M., & Ploetzner, R. (2010). What contributes to the split-attention effect? The role of text segmentation, picture labeling, and spatial proximity. Learning and Instruction, 20(3), 216–224. doi: 10.1016/j.learninstruc.2009.02.021
Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition and Instruction, 21(4), 325–360. https://doi.org/10.1207/s1532690xci2104_1
Horz, H., & Schnotz, W. (2010). Cognitive load in learning with multiple representations. In J. L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive load theory (pp. 229–252). New York, NY: Cambridge University Press.
Hsu, C.-K., Hwang, G.-J., & Chang, C.-K. (2013). A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students. Computers & Education, 63, 327–336. https://doi.org/10.1016/j.compedu.2012.12.004
Huang, L. L., & Lin, C. C. (2011). EFL learners’ reading on mobile phones. The JALT CALL Journal, 7(1), 61–78.
Huk, T., Steinke, M., & Floto, C. (2010). The educational value of visual cues and 3D-representational format in a computer animation under restricted and realistic conditions. Instructional Science, 38(5), 455–469. https://doi.org/10.1007/s11251-009-9116-7
Imhof, B., Scheiter, K., Edelmann, J., & Gerjets, P. (2013). Learning about locomotion patterns: Effective use of multiple pictures and motion indication arrows. Computers & Education, 65, 45–55. https://doi.org/10.1016/j.compedu.2013.01.017
Jamet, E. (2014). An eye-tracking study of cueing effects in multimedia learning. Computers in Human Behavior, 32, 47–53. https://doi.org/10.1016/j.chb.2013.11.013
Jamet, E., Gavota, M., & Quaireau, C. (2008). Attention guiding in multimedia learning. Learning and Instruciton, 18(2), 135–145. https://doi.org/10.1016/j.learninstruc.2007.01.011
Jian, Y.-C., & Wu, C.-J. (2016). The function of diagram with numbered arrows and text in helping readers construct kinematic representations: Evidenced from eye movements and reading tests. Computers in Human Behavior, 61, 622–632. https://doi.org/10.1016/j.chb.2016.03.063
Jian, Y.-C., Wu, C.-J., & Su, J.-H. (2014). Learners’ eye movements during construction of mechanical kinematic representations from static diagrams. Learning and Instruction, 32, 51–62. https://doi.org/10.1016/j.learninstruc.2014.01.005
Johnson, A. M., Ozogul, G., & Reisslein, M. (2015). Supporting multimedia learning with visual signaling and animated pedagogical agent: Moderating effects of prior knowledge. Journal of Computer Assisted Learning, 31(2), 97–115. https://doi.org/10.1111/jcal.12078
Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13(4), 351–371.
Kim, D., & Kim, D.-J. (2012). Effect of screen size on multimedia vocabulary learning. British Journal of Educational Technology, 43(1), 62–70. https://doi.org/10.1111/j.1467-8535.2010.01145.x
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2007). Attention cueing as a means to enhance learning from an animation. Applied Cognitive Psychology, 21(6), 731–746. https://doi.org/10.1002/acp.1346
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2009). Towards a framework for attention cueing in instructional animations: Guidelines for research and design. Educational Psychology Review, 21(2), 113–140. https://doi.org/10.1007/s10648-009-9098-7
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010a). Attention guidance in learning from a complex animation: Seeing is understanding? Learning and Instruction, 20(2), 111–122. https://doi.org/10.1016/j.learninstruc.2009.02.010
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2010b). Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations. Computers & Education, 55(2), 681–691. https://doi.org/10.1016/j.compedu.2010.02.027
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2011a). Attention cueing in an instructional animation: The role of presentation speed. Computers in Human Behavior, 27(1), 41–45. https://doi.org/10.1016/j.chb.2010.05.010
de Koning, B. B., Tabbers, H. K., Rikers, R. M. J. P., & Paas, F. (2011b). Improved effectiveness of cueing by self-explanations when learning from a complex animation. Applied Cognitive Psychology, 25(2), 183–194. https://doi.org/10.1002/acp.1661
Kriz, S., & Hegarty, M. (2007). Top-down and bottom-up influences on learning from animation. International Journal of Human-Computer Studies, 65(11), 911–930. https://doi.org/10.1016/j.ijhcs.2007.06.005
Kühl, T., Scheiter, K., Gerjets, P., & Gemballa, S. (2011). Can differences in learning strategies explain the benefits of learning from static and dynamic visualizations? Computers & Education, 56(1), 176–187. https://doi.org/10.1016/j.compedu.2010.08.008
Lan, Y.-J., Sung, Y.-T., & Chang, K.-E. (2007). A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, 11(3), 130–151.
Lan, Y.-J., Sung, Y.-T., & Chang, K.-E. (2013). From particular to popular: Facilitating EFL reading through mobile-supported cooperation. Language Learning & Technology, 17(3), 23–38.
Lin, C.-C. (2014). Learning English reading in a mobile-assisted extensive reading program. Computers & Education, 78, 48–59. https://doi.org/10.1016/j.compedu.2014.05.004
Lin, L., & Atkinson, R. K. (2011). Using animations and visual cueing to support learning and scientific concepts and processes. Computers & Education, 56(3), 650–658. https://doi.org/10.1016/j.compedu.2010.10.007
Liu, T.-C., Lin, Y.-C., & Paas, F. (2013). Effects of cues and real objects on learning in a mobile device supported environment. British Journal of Educational Technology, 44(3), 386–399. https://doi.org/10.1111/j.1467-8535.2012.01331.x
Lowe, R., & Boucheix, J.-M. (2011). Cueing complex animations: Does direction of attention foster learning processes? Learning and Instruction, 21(5), 650–663. https://doi.org/10.1016/j.learninstruc.2011.02.002
Lowe, R. K., & Boucheix, J.-M. (2012). Dynamic diagrams: A composition alternative. In P. Cox, B. Plimmer, & R. Rogers (Eds.), Diagrammatic representation and inference. Diagrams 2012 (pp. 233–240). Berlin, Germany: Springer.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). New York, NY: Cambridge University Press.
Moreno, R. (2007). Optimizing learning from animations by minimizing cognitive load: Cognitive and affective consequences of signaling and segmentation methods. Applied Cognitive Psychology, 21(6), 765–781. https://doi.org/10.1002/acp.1348
Moreno, R., & Mayer, R. E. (2010). Techniques that increase generative processing in multimedia learning: Open questions for cognitive load research. In J. L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive load theory (pp.153–177). New York, NY: Cambridge University Press.
Moreno, R., & Park, B. (2010). Cognitive load theory: Historical development and relation to other theories. In J. L. Plass, R. Moreno, & R. Brunken (Eds.), Cognitive load theory (pp. 9–28). New York, NY: Cambridge University Press.
Ozcelik, E., Arslan-Ari, I., Cagiltay, K. (2010). Why does signaling enhance multimedia learning? Evidence from eye movements. Computers in Human Behavior, 26(1), 110–117. https://doi.org/10.1016/j.chb.2009.09.001
Ozcelik, E., Karakus, T., Kursun, E., & Cagiltay, K. (2009). An eye-tracking study of how color coding affects multimedia learning. Computers & Education, 53(2), 445–453. https://doi.org/10.1016/j.compedu.2009.03.002
Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A Cognitive load approach. Journal of Educational Psychology, 84(4), 429–434. doi: 10.1037/0022-0663.84.4.429
Ploetzner, R., & Lowe, R. (2012). A systematic characterisation of expository animations. Computers in Human Behavior, 28(3), 781–794. https://doi.org/10.1016/j.chb.2011.12.001
Richter, J., Scheiter, K., & Eitel, A. (2016). Signaling text-picture relations in multimedia learning: A comprehensive meta-analysis. Educational Research Review, 17, 19–36. https://doi.org/10.1016/j.edurev.2015.12.003
Scheiter, K., & Eitel, A. (2015). Signals foster multimedia learning by supporting integration of highlighted text and diagram elements. Learning and Instruction, 36, 11–26. https://doi.org/10.1016/j.learninstruc.2014.11.002
Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018). A meta-analysis of how signaling affects learning with media. Educational Research Review, 23, 1–24. https://doi.org/10.1016/j.edurev.2017.11.001
Stebner, F., Kühl, T., Hoffler, T. N., Wirth, J., & Ayres, P. (2017). The role of process information in narrations while learning with animations and static pictures. Computers & Education, 104, 34–48. https://doi.org/10.1016/j.compedu.2016.11.001
Stockwell, G. (2008). Investigating learners’ preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253–270. doi:10.1017/S0958344008000232
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217–228. https://doi.org/10.1111/j.1365-2729.2005.00129.x
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926
Wu, M. L., & Tu, J. T. (2006). SPSS 与统计应用分析 [SPSS & the application and analysis of statistics]. 台北, 中国: 五南图书 [Taipei, China: Wu-Nan Book].
Wu, T.-T., Sung, T.-W., Huang, Y.-M., & Yang, C.-S., & Yang, J.-T. (2011). Ubiquitous English learning system with dynamic personalized guidance of learning portfolio. Educational Technology & Society, 14(4), 164–180.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Yang, H. The Effects of Attention Cueing on English Reading on Mobile Phones. Front Educ China 13, 315–345 (2018). https://doi.org/10.1007/s11516-018-0016-y
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11516-018-0016-y