The Effects of Prompts on Paper-based and Mobile Display-based Learning of Historical Knowledge (Cultural Study) in Junior High School Students

摘要

In recent years, schools have increasingly made use of computers as tools of education. Both paper-and display-based reading are often incorporated into the same lessons. Especially, mobile computer has become widely used. However, few studies have examined the influence of prompts (boldface, lining, marking, etc.) onstudents' ability to learn technological knowledge. This study examined the effect of prompts on the understanding ofdeclarative knowledge of technological materials andprocedural knowledge of the subjectmaterial for two groups of students, junior high school students (7th,8th,9th) and university students, and compared the results statistically. Three experiments were conducted to measure how well students learn when they read text with prompts or are asked to add prompts themselves. The results reveal that, in paper-based learning, prompts positively influence learners' understanding of the content materials, particularlyin the case of junior high school students. However, in mobile display-based learning, adding promptsby handrequires some mental energy and, therefore, has not so effectiveon learning.