RoLo: A dictionary interface that minimizes extraneous cognitive load of lookup and supports incidental and incremental learning of vocabulary

Dang, Thanh-Dung; Chen, Gwo-Dong; Dang, Giao; Li, Liang Yi; Nurkhamid,

doi:10.1016/j.compedu.2012.10.006

Cited by 18 publications

(13 citation statements)

References 16 publications

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“…As the studies conducted by Huang and Liou (2007) and Miles and Kwon (2008), this study approves the advantage of developed computer-mediated language learning systems or programs in producing multiple word exposure that supports lexical learning. Also, the study findings concur with those of relevant literature reporting the possible benefits of technology use in the instruction or learning of vocabulary (Torlakovic & Deugo, 2004;Akbulut, 2007;Li, 2010;Esit, 2011;Gorjian et al, 2011;Dang et al, 2013).…”

Section: Discussionsupporting

confidence: 87%

“…This also explains why the group accessing to customised reading still outperformed the other group receiving typical reading on the 2-week delayed test. Also, the study findings concur with those of relevant literature reporting the possible benefits of technology use in the instruction or learning of vocabulary (Torlakovic & Deugo, 2004;Akbulut, 2007;Li, 2010;Esit, 2011;Gorjian et al, 2011;Dang et al, 2013). The study concludes with Schmitt (2008) and Webb (2007) in the need to offer learners instant and repeated meetings with wanted words in order to reinforce the previous meeting for contextual word learning to occur more effectively.…”

Section: Discussionsupporting

confidence: 85%

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Promoting contextual vocabulary learning through an adaptive computer‐assisted EFL reading system

Wang

2016

Computer Assisted Learning

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The study developed an adaptive computer‐assisted reading system and investigated its effect on promoting English as a foreign language learner‐readers' contextual vocabulary learning performance. Seventy Taiwanese college students were assigned to two reading groups. Participants in the customised reading group read online English texts, each of which was customised by the developed system to offer immediate and repeated meetings with previously encountered unknown words, while participants in the typical reading group read online texts without control on unknown word recurrence. After the 4‐week online reading treatment, the two groups of learners were tested by online immediate and delayed vocabulary tests, and the students from the customised reading group were also required to complete the questionnaire regarding system use. The results showed that the vocabulary mean scores from both immediate and delayed testing demonstrated significantly better results in word gain and word retention with the customised reading group and that the adaptive reading system was appealing for the students. The study demonstrated that by providing customised reading with word recurrence specific to individuals' unknown words, this adaptive computer‐assisted English as a foreign language reading system creates a more favourable condition for foreign language vocabulary growth.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 85%

Promoting contextual vocabulary learning through an adaptive computer‐assisted EFL reading system

Wang

2016

Computer Assisted Learning

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“…One reason may be that learners’ already had 96% coverage of the text, which should have been enough for adequate comprehension. In addition, as research has suggested, looking up numerous words contributes to cognitive load, which deters retention (Dang et al, 2013). Working memory was a factor in that it correlated with higher scores and less dictionary use.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Vocabulary Coping Strategies of L2 Readers: An Eye Tracking Study

Prichard

Atkins

2020

TESOL Quarterly

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Research suggests that second language (L2) readers often lack strategic competence in dealing with unknown lexica. This mixed methods study of Japanese readers of English used eye tracking and other methods to empirically examine the use and efficacy of vocabulary coping strategies, including dictionary use, inferring meaning from context, and ignoring unknown words. The 16 novel words (pseudowords) in the text were linked to an online dictionary. In order to examine the effect of relevance and context cues on vocabulary coping strategies, half of the pseudowords were in sections relevant to the assigned research task and half were presented with clear context cues. The results reveal that participants relied on dictionary use even when the word was irrelevant and the meaning could be easily inferred. The data suggest that many participants considered relevance but not the presence of context cues when determining whether to look up a word. Eye tracking confirmed that participants tended to access dictionary links even before context cues were read. Overall, accessing numerous dictionary definitions nonselectively and viewing definitions for a short time were detrimental to task performance. One could argue that L2 readers should consider the context and relevance of words before dictionary use. However, further research on vocabulary coping strategies is needed involving different texts, tasks, and dictionary types.

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“…The concentration of the cognitive load theory and cognitive resources is related to their use in the process of learning and problem-solving [51]. The cognitive load theory can be classified into three types [52]: intrinsic cognitive load is the load caused by the complexity of the material, which requires more memory when the intrinsic load is higher. The learning environments, problems, and tasks of intrinsic load are related to learners; this is a variable according to learners' previous experience in a field.…”

Section: The Relationship Between Cognitive Load and Learning Motivationmentioning

confidence: 99%

A Sustainability Innovation Experiential Learning Model for Virtual Reality Chemistry Laboratory: An Empirical Study with PLS-SEM and IPMA

Cheng

2019

Sustainability

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This study focuses on serious virtual reality games, and how users can increase their understanding of the sustainable innovation learning (SIL) model and their familiarity with sustainable development strategies. “Users” of serious games consists of all possible target groups that are interested in attaining knowledge of sustainability through the use of games that are designed for a purpose beyond entertainment, in this case, for sustainable education. This research investigates the sustainable innovation experiential learning model by using a virtual chemistry laboratory to affect academic achievement. A questionnaire was completed by students who had used the virtual lab, and structural equation modeling (SEM) was applied for analysis. Importance-performance matrix analysis (IPMA) was able to help expand the basic partial least square (PLS)-SEM result with the fraction. The results show that experiential learning significantly affects learning motivation and academic achievement. Cognitive load and self-efficacy significantly affect learning motivation. Involvement significantly affects academic achievement. The virtual chemistry laboratory significantly affects academic achievement. Students who used the sustainability innovation experiential learning model obtained a better understanding of the chemical concepts. Moreover, a virtual lab promotes students’ motivation in regard to chemistry.

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RoLo: A dictionary interface that minimizes extraneous cognitive load of lookup and supports incidental and incremental learning of vocabulary

Cited by 18 publications

References 16 publications

Promoting contextual vocabulary learning through an adaptive computer‐assisted EFL reading system

Promoting contextual vocabulary learning through an adaptive computer‐assisted EFL reading system

Evaluating the Vocabulary Coping Strategies of L2 Readers: An Eye Tracking Study

A Sustainability Innovation Experiential Learning Model for Virtual Reality Chemistry Laboratory: An Empirical Study with PLS-SEM and IPMA

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