20101002 - Jones, ...factors of Mobile Learning affecting performance...

Physical ergonomic and mental workload factors of mobile learning affecting performance of adult distance learners: Student perspective by Jones, Rochelle, Ph.D., University of Central Florida, 2009 , 128 pages; AAT 3357875 My Interest: 1) Mobile learning. 2) Reading performance. 3) Learning performance. 4) Achievement test. 5) NASA-TLX assessment. Action: Medium-low priority to read Dissertation in future. Motivation Distance education is the fastest growing educational modality because of advances information technology has made over the past 25 years. Adult learners have become the fastest growing population in distance education. Adult learners, through technical tools and devices they use on the job, have become more digitally literate and mobile, making the ability to access class work on the go a necessity. Mobile learning or m-learning (learning that uses wireless, portable, mobile computing, and communication devices) is becoming an extension of distance learning, providing a channel for students to learn, communicate, and access educational material outside the traditional classroom environment. For adult learners, this modality allows them to take advantage of accessing material using mobile devices they use for job related activities. Despite the portability and readiness to information mobile devices provide its users, cognitive and physical ergonomic issues may impact learner performance. These issues may stem from information overload and physical discomfort from extended use of the mobile device which may negatively affect the overall success and satisfaction of m-learning environments. Research Goal The purpose of this study was to examine the relationship between physical ergonomic discomfort, subjective workload, physiological response, and the impact on student performance while using mobile technology to read course material. Activity Theory was used as the theoretical foundation that guided the study. Methodology Eighty-four research participants, all over the age of 25, read a passage using one of two distance education modalities: desktop computer or mobile device. While reading the passage, one of three task load levels was imposed on participants: none, low or high. Each participant endured three trials, repeating the same task for each trial. After each trial, participants completed an achievement test and the NASA-TLX assessment. Results Discussion The results from this study provided evidence that mobile learning technologies with increased levels of task load introduced physical ergonomic discomfort and affected perceptions of mental workload in participants. The study also provided evidence that mobile learning technologies with increased levels of task load affected the performance (reading and learning) of participants. Study results provided insight into capabilities and limitations of students in their use of mobile devices for educational purposes. Further Work The limitations identified need to be further examined to aid in building successful m-learning environments with the goal of mobile device usage not affecting student performance. CHAPTER ONE: INTRODUCTION 1 Problem Statement 3 Purpose of the Study 4 Rationale 4 Research Question 6 Theoretical Foundation 7 Significance of Present Study 14 CHAPTER TWO: LITERATURE REVIEW 15 Overview of Distance Education 15 Student Characteristics 21 Mobile Learning 24 Ergonomics 29 Physical Ergonomics 31 Cognitive Ergonomics 33 Methods, Strategies and Tools 37 Literature Review Conclusions 39 CHAPTER FOUR: RESULTS AND DISCUSSION 48 Participant Demographic Information 48 Analysis of Perceived Mental Workload 49 Analysis of Physiological Response 55 Analysis of Physical Discomfort 58 Analysis of Reading Performance 60 Analysis of Learning Performance 65 Summary of Research Questions 71 Summary of Question 1 71 Summary of Question 2 73 Discussion and Research Implications 73 Limitations 76