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首页> 外文学位 >Physical ergonomic and mental workload factors of mobile learning affecting performance of adult distance learners: Student perspective.
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Physical ergonomic and mental workload factors of mobile learning affecting performance of adult distance learners: Student perspective.

机译：移动学习的身体人体工程学和心理工作量因素影响成人远程学习者的表现：学生视角。

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摘要

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.;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.;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.;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. 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.
机译：由于过去25年来信息技术的进步，远程教育是增长最快的教育方式。成人学习者已成为远程教育中增长最快的人群。成人学习者通过他们在工作中使用的技术工具和设备，已经变得更加数字化且更加移动，这使得在旅途中访问课堂作业的能力成为必要。移动学习或移动学习（使用无线，便携式，移动计算和通信设备的学习）正在成为远程学习的扩展，为学生提供了在传统教室环境之外学习，交流和访问教材的渠道。对于成年学习者，这种方式使他们能够利用他们用于工作相关活动的移动设备来访问资料。尽管信息移动设备为用户提供了便携性和易用性，但认知和物理人体工程学问题仍可能影响学习者的表现。这些问题可能是由于移动设备的扩展使用导致信息过载和身体不适，这可能会对m-learning环境的总体成功和满意度产生负面影响。;本研究的目的是检查人体工程学不适感与主观工作量之间的关系，生理反应以及对使用移动技术阅读课程资料时对学生成绩的影响。活动理论被用作指导这项研究的理论基础。二十四岁的研究参与者（年龄在25岁以上）使用台式计算机或移动设备这两种远程教育方式之一阅读了一段文章。在阅读文章时，对参与者施加了以下三个任务负载级别之一：无，低或高。每个参与者经历了三个试验，每个试验重复相同的任务。在每个试验之后，参与者完成了一项成就测验和NASA-TLX评估。该研究的结果提供了证据，表明随着任务负荷水平的提高，移动学习技术引入了人体工程学上的不适感，并影响了参与者的心理负荷感知。该研究还提供了证据，表明任务负载水平增加的移动学习技术会影响参与者的表现（阅读和学习）。研究结果深入了解了学生在出于教育目的使用移动设备的能力和局限性。确定的局限性需要进一步检查，以帮助建立成功的移动学习环境，目标是移动设备的使用不会影响学生的表现。

著录项

  • 作者

    Jones, Rochelle.;

  • 作者单位

    University of Central Florida.;

  • 授予单位 University of Central Florida.;
  • 学科 Engineering Industrial.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 127 p.
  • 总页数 127
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 一般工业技术;
  • 关键词

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