Assessing the effectiveness of new devices for accessing learning materials: An empirical analysis based on eye tracking and learner subjective perception

Abstract

Mobile device usage has become part of our daily routine. Our interest is centered on their use in teaching–learning contexts: the so-called m-learning. In this work we try to empirically analyze the use of these portable devices for accessing learning materials. To this end, two empirical studies have been conducted with the aim of analyzing the effectiveness of several interaction devices for supporting study tasks. In an initial experiment we compared conventional access, by means of a desktop computer, with the access through mobile phones. A replica of this first experiment was conducted to compare these two devices with the use of tablet devices. In both experiments we use several sources of information: subjective perception of the students, their profiles, their performance on a study task, as well as the physical evidence provided by an eye tracker. The results obtained allowed us to conclude that the use of devices with visualization limitations (such as mobile phones) is not suitable to access and visualize learning materials, due to the fact that they impose an additional cognitive load. The results also indicate positive perception of the use of PCs and iPads for studying, although the latter is considered more motivating for learners.