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|Title:||The Use of iPods in Education: A Cognitive Perspective|
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Clarebout, G., Coens, J., & Elen, J. (2008). The Use of iPods in Education: A Cognitive Perspective. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volume 1 (pp. 153-158). Utrecht, The Netherlands: International Society of the Learning Sciences.|
|Abstract:||Different authors have addressed the benefits of the use of iPods in education (e.g., Flanagan & Calandra, 2005). However, empirical evidence of these benefits is lacking. In line with a study on the use of a mobile phone during driving (Hunton & Rose, 2005), this contribution addresses the influence of a second task while learning from an iPod. Two studies are reported in which two groups of students were compared. The control group learnt material from an iPod while sitting at a desk, and the experimental group learnt material from an iPod while riding on a exercise bike. Results reveal in the two studies that the control group outperformed the experimental group, suggesting that the second task interfered with learning. It seems that even though one could say that the two tasks do not use the same part of working memory and need not to be integrated, a split attention effect did occur.|
|Appears in Collections:||ICLS 2008|
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