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Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts.
Chih-Ming Chen
Yu-Ju Lin
Published in:
Interact. Learn. Environ. (2016)
Keyphrases
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reading comprehension
cognitive load
computer assisted
cognitive load theory
vocabulary acquisition
working memory
individual differences
multiple choice
handwriting recognition
mobile devices
learning outcomes
e learning
statistically significant
visual attention
student learning