Learner Perceptions and Preferences of Device Type in Vocabulary Learning

Abstract

The present study investigated learner perceptions and preferences of device type in a technology-assistedvocabulary learning context. Forty-five university students were asked to complete online vocabularylearning exercises outside their classroom for 10 weeks. Then they completed a survey regarding the devicethey most often used, disadvantages of a particular device, distractions they experienced, their perceivedmental focus, and locations where they completed the exercises. Results showed that half of the participantsused PCs and half used smartphones. Those who often used PCs preferred a bigger screen and morecomfortable use. Those who often used smartphones preferred a portable device for learning. About 56%of the participants indicated that lack of portability was the most significant disadvantage of PCs. About44% suggested that the biggest disadvantage of smartphones was a small screen size. Regarding distractionand mental focus, around 35% reported that PCs better facilitated focus, whereas about 15% indicated thatsmartphones were better facilitators, and about 50% said there was no significant difference. PC usersreported more types of distractions, whereas smartphone users reported fewer types of distractions buteach with more frequency. Regarding preferred locations, PC users preferred personal rooms, whereasmost smartphone users did exercises while commuting.