Student satisfaction, learning outcomes, and cognitive loads with a mobile learning platform

• Published in: Computer assisted language learning Vol. 32; no. 4; pp. 323 - 341
• Main Authors: Zhonggen, Yu, Ying, Zhu, Zhichun, Yang, Wentao, Chen
• Format: Journal Article
• Language: English
• Published: Oxford Routledge 04.05.2019; Taylor & Francis; Taylor & Francis Ltd
• Subjects: Academic Achievement; Cognition; cognitive loads; Cognitive Processes; College English; College English IV; College Students; Colleges & universities; Computer assisted language learning; Data analysis; Difficulty Level; Educational Resources; Educational Technology; English (Second Language); English as a second language; English as a second language learning; English Instruction; English proficiency; Foreign Countries; Foreign languages; Handheld Devices; Interdisciplinary studies; Learning; Learning outcomes; Loads (forces); Multivariate analysis; Qualitative analysis; Satisfaction; Second Language Instruction; Smartphones; Student Attitudes; Student Satisfaction; Technology Uses in Education; Telecommunications; the mobile learning platform; China
• ISSN: 0958-8221; 1744-3210
• DOI: 10.1080/09588221.2018.1517093

After working with a number of scholars for two years, a university designed a mobile learning platform referred to as 'College English IV,' where learners could have easy access to various kinds of learning resources through installing the program in their smart phones. This study aims to identify whether this platform could significantly improve the proficiency of English as a foreign language (EFL), yield learner satisfaction, and reduce learners' cognitive loads in EFL classes. Randomly selected 340 tertiary students participated in the study. After quantitative multivariate analysis and qualitative interview data analysis, it was concluded that: (1) In EFL classes, participants with the mobile learning platform were more satisfied than those without it; (2) In EFL classes, learning outcomes of participants with the mobile learning platform improved significantly more than those without it; and (3) In EFL classes, cognitive loads of participants with the mobile learning platform were significantly lower than those without it. Interdisciplinary research may be needed in future research.