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Internet cognitive failure and fatigue relevant to learners' self‐regulation and learning progress in E nglish vocabulary with a calibration scheme
Author(s) -
Hong J.C.,
Hwang M.Y.,
Chang H.W.,
Tai K.H.,
Kuo Y.C.,
Tsai Y.H.
Publication year - 2015
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12103
Subject(s) - vocabulary , cognition , the internet , psychology , learning disability , vocabulary learning , scheme (mathematics) , cognitive load , structural equation modeling , language acquisition , confirmatory factor analysis , computer science , mathematics education , developmental psychology , linguistics , world wide web , machine learning , mathematics , philosophy , neuroscience , mathematical analysis
To determine the factors of learning effectiveness in E nglish vocabulary learning when using a calibration scheme, this study developed a freshman English mobile device application (for i P hone 4) for students with low levels of E nglish proficiency to practise vocabulary in the beginning of their F reshman E nglish course. Data were collected and validated from 243 subjects for confirmatory factor analysis and structural equation modeling. The findings revealed that I nternet cognitive failure (i.e., trait cognitive disability) was positively correlated to Internet cognitive fatigue (i.e., state cognitive disability). Both types of Internet cognitive disability were negatively correlated to self‐regulation in English vocabulary learning ( SREVL ). SREVL was positively correlated to the degree of learning improvement. The findings implied that the use of a calibration design for mobile English vocabulary learning could benefit students with low levels of Internet cognitive disability but high levels of SREVL .