How Learner Experience and Types of Mobile Applications Influence Performance: The Case of Digital Annotation

Autor/inn/en	Léger, Pierre-Majorique; An Nguyen, Thanh; Charland, Patrick; Sénécal, Sylvain; Lapierre, Hugo G.; Fredette, Marc
Titel	How Learner Experience and Types of Mobile Applications Influence Performance: The Case of Digital Annotation
Quelle	In: Computers in the Schools, 36 (2019) 2, S.83-104 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0569
DOI	10.1080/07380569.2019.1601957
Schlagwörter	Computer Software; Performance Factors; Student Experience; Reading Comprehension; High School Students; Usability; Value Judgment; Nonverbal Communication; Motor Reactions; Cognitive Processes; Difficulty Level; Notetaking; Handheld Devices; User Satisfaction (Information); Educational Technology; Reader Text Relationship; Reading Materials; Electronic Learning; Learner Engagement; Preferences + Suchen Sie Ihr Suchwort? Leistungsindikator; Studienerfahrung; Leseverstehen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Werturteil; Non-verbal communication; Nonverbale Kommunikation; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Benutzerfreundlichkeit; Unterrichtsmedien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01