Abstract
AbstractThis study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer‐assisted learning. An experimental design, employing a pretest‐posttest control group is employed. Randomly assigned foreign language university majors joined either the experimental group (outdoor ubiquitous learning), with 80 participants (26 males and 54 females), or a control group (indoor computer‐assisted learning), with 80 participants (27 males and 53 females). The experiment lasted 3 weeks. Both groups were administered a test of English listening proficiency before and after the experiment along with a questionnaire of cognitive load postexperiment. Prior English listening proficiency forms a covariate for the multivariate analysis of covariance. Results show (a) students in the experimental group exhibit significantly better English listening comprehension after the experiment compared to the control group; (b) students in the experimental group reported significantly lower cognitive load than the control group; (c) English listening comprehension and cognitive load exhibited a statistically significant negative relationship; and (d) outdoor ubiquitous learning enhanced self‐reported learning interests and interactions more than indoor computer‐assisted learning. Contributions and significances of this study are presented based on these results. Finally, implications for teaching practices are proposed.
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