Learner Perceptions and Preferences of Device Type in Vocabulary Learning
DC Field | Value | Language |
---|---|---|
dc.contributor.author | 고명희 | - |
dc.contributor.author | John Goranson | - |
dc.date.accessioned | 2021-08-11T23:45:19Z | - |
dc.date.available | 2021-08-11T23:45:19Z | - |
dc.date.created | 2021-06-17 | - |
dc.date.issued | 2014 | - |
dc.identifier.issn | 1229-8107 | - |
dc.identifier.uri | https://scholarworks.bwise.kr/sch/handle/2021.sw.sch/12756 | - |
dc.description.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. | - |
dc.language | 영어 | - |
dc.language.iso | en | - |
dc.publisher | 한국멀티미디어언어교육학회 | - |
dc.title | Learner Perceptions and Preferences of Device Type in Vocabulary Learning | - |
dc.title.alternative | Learner Perceptions and Preferences of Device Type in Vocabulary Learning | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | 고명희 | - |
dc.identifier.doi | 10.15702/mall.2014.17.3.37 | - |
dc.identifier.bibliographicCitation | 멀티미디어 언어교육, v.17, no.3, pp.37 - 67 | - |
dc.relation.isPartOf | 멀티미디어 언어교육 | - |
dc.citation.title | 멀티미디어 언어교육 | - |
dc.citation.volume | 17 | - |
dc.citation.number | 3 | - |
dc.citation.startPage | 37 | - |
dc.citation.endPage | 67 | - |
dc.type.rims | ART | - |
dc.identifier.kciid | ART001911944 | - |
dc.description.journalClass | 2 | - |
dc.description.journalRegisteredClass | kci | - |
dc.subject.keywordAuthor | CALL | - |
dc.subject.keywordAuthor | technology-assisted language learning | - |
dc.subject.keywordAuthor | technology-assisted vocabulary learning | - |
dc.subject.keywordAuthor | MALL | - |
dc.subject.keywordAuthor | m-learning | - |
dc.subject.keywordAuthor | learning platforms | - |
dc.subject.keywordAuthor | learning device | - |
dc.subject.keywordAuthor | learner perceptions | - |
dc.subject.keywordAuthor | learner preferences | - |
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