976
Views
10
CrossRef citations to date
0
Altmetric
Articles

Personalized Wearable Guides or Audio Guides: An Evaluation of Personalized Museum Guides for Improving Learning Achievement and Cognitive Load

ORCID Icon & ORCID Icon

References

  • Ahmann, J. S., & Glock, M. D. (1981). Evaluating student progress: Principles of tests and measurements (6th ed.,) Boston, MA: Allyn and Bacon.
  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition (1st ed.,) Cambridge, MA: Pearson.
  • Baddeley, A. (1992). Working memory. Science, 255(5044), 556–559.
  • Chen, S. Y., Huang, P.-R., Shih, Y.-C., & Chang, L.-P. (2016). Investigation of multiple human factors in personalized learning. Interactive Learning Environments, 24(1), 119–141. doi:10.1080/10494820.2013.825809
  • Chookaew, S., Panjaburee, P., Wanichsan, D., & Laosinchai, P. (2014). A personalized e-learning environment to promote student’s conceptual learning on basic computer programming. Procedia-Social and Behavioral Sciences, 116, 815–819. doi:10.1016/j.sbspro.2014.01.303
  • Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.,) Englewood Cliffs, NJ: Prentice Hall.
  • Ehrman, M., & Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31(3), 393–415. doi:10.1016/S0346-251X(03)00050-2
  • Fallman, D. (2003). Mediated reality through glasses or binoculars? Exploring use models of wearable computing in the context of aircraft maintenance. International Journal of Human-Computer Interaction, 15(2), 265–284. doi:10.1207/S15327590IJHC1502_5
  • Fang, X., Xu, S., Brzezinski, J., & Chan, S. S. (2006). A study of the feasibility and effectiveness of dual-modal information presentations. International Journal of Human-Computer Interaction, 20(1), 3–17. doi:10.1207/s15327590ijhc2001_2
  • Hanko, K., Lee, S., & Okeke, N. (2014). What makes a great museum experience and how can technology help? Retrieved from http://www.sloverlinett.com/files/publications/Executive summary - Field Museum visitor experience and technology research-SloverLinett.pdf
  • Hasan, M. S., & Yu, H. (2015). Innovative developments in HCI and future trends. Paper presented at the 21st International Conference on Automation & Computing (ICAC), Glasgow, UK.
  • Hinton, M. (1998). The victoria and albert museum silver galleries II: Learning style and interpretation preference in the discovery area. Museum Management and Curatorship, 17(3), 253–294.
  • Hsinchu City Cultural Affairs Bureau. (1997). A view of the past: The years of military communities in images (in Chinese). Hsinchu, Taiwan: Author.
  • Hsinchu City Cultural Affairs Bureau. (2004). Collection of armed forced dependents’ villages museum in Hsinchu (in Chinese). Hsinchu, Taiwan: Author.
  • Hsinchu City Cultural Affairs Bureau. (2009). Love for the military dependents village: A land-use survey for cultural characteristics of the Hsinchu military community (in Chinese). Hsihchu, Taiwan: Author.
  • Hsinchu City Government. (2014). What happened under the smokestack (in Chinese). Hsinchu, Taiwan: Author.
  • Hwang, G. J., Wu, P. H., Zhuang, Y. Y., & Huang, Y. M. (2013). Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students. Interactive Learning Environments, 21(4), 338–354. doi:10.1080/10494820.2011.575789
  • Johnson, L., Becker, S. A., Estrada, V., & Freeman, A. (2015a). NMC horizon report: 2015 higher education edition. Austin, Texas: The New Media Consortium.
  • Johnson, L., Becker, S. A., Estrada, V., & Freeman, A. (2015b). NMC horizon report: 2015 museum edition. Austin, Texas: The New Media Consortium.
  • Keefe, J. W. (1991). Learning style: Cognitive and thinking skills. Reston, VA: National Association of Secondary School Principals.
  • Khawaja, M. A., Chen, F., & Marcus, N. (2014). Measuring cognitive load using linguistic features: Implications for usability evaluation and adaptive interaction design. International Journal of Human-Computer Interaction, 30(5), 343–368. doi:10.1080/10447318.2013.860579
  • Kozan, K., Erçetin, G., & Richardson, J. C. (2015). Input modality and working memory: Effects on second language text comprehension in a multimedia learning environment. System, 55, 63–73. doi:10.1016/j.system.2015.09.001
  • Leppink, J., Paas, F., Van der Vleuten, C. P., Van Gog, T., & Van Merriënboer, J. J. (2013). Development of an instrument for measuring different types of cognitive load. Behavior Research Methods, 45(4), 1058–1072. doi:10.3758/s13428-013-0334-1
  • Leppink, J., Paas, F., Van Gog, T., van Der Vleuten, C. P., & Van Merrienboer, J. J. (2014). Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction, 30, 32–42. doi:10.1016/j.learninstruc.2013.12.001
  • Leue, M. C., Jung, T., & Tom Dieck, D. (2015). Google glass augmented reality: Generic learning outcomes for art galleries. In I. Tussyadiah & A. Inversini (Eds.), Information and Communication Technologies in Tourism (pp. 463–476). New York, NY: Springer.
  • Lieberman, J., & Breazeal, C. (2007). TIKL: Development of a wearable vibrotactile feedback suit for improved human motor learning. IEEE Transactions on Robotics, 23(5), 919–926. doi:10.1109/TRO.2007.907481
  • Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style? Learning and Individual Differences, 16(4), 321–335. doi:10.1016/j.lindif.2006.10.001
  • Maxwell, L. E., & Evans, G. W. (2002). Museums as learning settings: The importance of the physical environment. Journal of Museum Education, 27(1), 3–7. doi:10.1080/10598650.2002.11510454
  • Mayer, R. E. (2009). Multimedia learning (2nd ed.,) New York, NY: Cambridge University Press.
  • Mayer, R. E. (2011). Instruction based on visualizations. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 427–445). New York, NY: Routledge.
  • Mayer, R. E., & Massa, L. J. (2003). Three facets of visual and verbal learners: Cognitive ability, cognitive style, and learning preference. Journal of Educational Psychology, 95(4), 833–846. doi:10.1037/0022-0663.95.4.833
  • Memon, M., Wagner, S. R., Pedersen, C. F., Beevi, F. H. A., & Hansen, F. O. (2014). Ambient assisted living healthcare frameworks, platforms, standards, and quality attributes. Sensors, 14(3), 4312–4341. doi:10.3390/s140304312
  • Mohd, C. K. N. C. K., & Shahbodin, F. (2015). Personalized learning environment: Alpha testing, beta testing & user acceptance test. Procedia-Social and Behavioral Sciences, 195, 837–843. doi:10.1016/j.sbspro.2015.06.319
  • Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., & Melis, E. (2014). Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71, 56–76. doi:10.1016/j.compedu.2013.09.011
  • Nunnally, J. C. (1967). Psychometric Theory. New York, NY: McGraw-Hill.
  • Özyurt, Ö., & Özyurt, H. (2015). Learning style based individualized adaptive e-learning environments: Content analysis of the articles published from 2005 to 2014. Computers in Human Behavior, 52, 349–358. doi:10.1016/j.chb.2015.06.020
  • Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment. Journal of Educational Psychology, 90(1), 25–36. doi:10.1037/0022-0663.90.1.25
  • Rhodes, B. J. (1997). The wearable remembrance agent: A system for augmented memory. Personal Technologies, 1(4), 218–224. doi:10.1007/BF01682024
  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. doi:10.1207/s15516709cog1202_4
  • Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123–138. doi:10.1007/s10648-010-9128-5
  • Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. doi:10.1023/A:1022193728205
  • Van Winkle, C. M. (2012). The effect of tour type on visitors’ perceived cognitive load and learning. Journal of Interpretation Research, 17(1), 45–58.
  • Wang, H. Y., Liu, G. Z., & Hwang, G. J. (2017). Integrating socio‐cultural contexts and location‐based systems for ubiquitous language learning in museums: A state of the art review of 2009–2014. British Journal of Educational Technology, 48(2), 653–671. doi:10.1111/bjet.12424

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.