Personalized Wearable Guides or Audio Guides: An Evaluation of Personalized Museum Guides for Improving Learning Achievement and Cognitive Load.
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| Title: | Personalized Wearable Guides or Audio Guides: An Evaluation of Personalized Museum Guides for Improving Learning Achievement and Cognitive Load. |
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| Authors: | Sun, Jerry Chih-Yuan, Yu, Shih-Jou |
| Source: | International Journal of Human-Computer Interaction. 2019, Vol. 35 Issue 4/5, p404-414. 11p. 4 Color Photographs, 2 Diagrams, 7 Charts. |
| Subjects: | Visual learning, Verbal learning, College students, Cognitive load, Museum studies |
| Abstract: | This study aimed to investigate the effects of incorporating personalized learning based on students' learning styles (visual or verbal) into wearable or audio museum guides. Personalized learning is achieved by matching participants' learning styles with either a wearable or an audio guide. The participants in this study consisted of 79 university students divided into four groups: audio guide-visual, audio guide-verbal, wearable guide-visual, and wearable guide-verbal. The students' cognitive load (intrinsic, extraneous, and germane) and learning achievement (remembering, understanding, and analyzing) were assessed and compared. In this study, it was found that personalized learning helps to reduce students' intrinsic cognitive load and extraneous cognitive load, while increasing their germane cognitive load and improving their ability to memorize. It is suggested that museum educators refer to our classification of learning styles, provide visitors with personalized devices, and incorporate wearable guide devices into their museums' learning processes, in order to improve visitors' learning achievement. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Human-Computer Interaction is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study aimed to investigate the effects of incorporating personalized learning based on students' learning styles (visual or verbal) into wearable or audio museum guides. Personalized learning is achieved by matching participants' learning styles with either a wearable or an audio guide. The participants in this study consisted of 79 university students divided into four groups: audio guide-visual, audio guide-verbal, wearable guide-visual, and wearable guide-verbal. The students' cognitive load (intrinsic, extraneous, and germane) and learning achievement (remembering, understanding, and analyzing) were assessed and compared. In this study, it was found that personalized learning helps to reduce students' intrinsic cognitive load and extraneous cognitive load, while increasing their germane cognitive load and improving their ability to memorize. It is suggested that museum educators refer to our classification of learning styles, provide visitors with personalized devices, and incorporate wearable guide devices into their museums' learning processes, in order to improve visitors' learning achievement. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10447318 |
| DOI: | 10.1080/10447318.2018.1543078 |
