The Effect of Mobile-Based Learning on Cognitive Load and Learning in Environmental Health Education

Kamaleddin Khorrami; Fatemeh Keshmiri; Sara Jambarsang; Mehdi Mokhtari; Fahimeh Teimouri

doi:10.18502/jebhpme.v9i2.20201

Kamaleddin Khorrami Environmental Sciences and Technology Research Center, Department of Environmental Health Engineering, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Fatemeh Keshmiri Medical Education Department, Educational Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Sara Jambarsang Center for Healthcare Data Modeling, Departments of Biostatistics and Epidemiology, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Mehdi Mokhtari Environmental Sciences and Technology Research Center, Department of Environmental Health Engineering, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
Fahimeh Teimouri Environmental Sciences and Technology Research Center, Department of Environmental Health Engineering, School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran

DOI: https://doi.org/10.18502/jebhpme.v9i2.20201

Keywords: Mobile-based learning, Environmental health, Application, Cognitive load

Abstract

Background: The growth of educational technologies has led to the development of mobile-based education. The purpose of this investigation was to examine the influence of mobile-based learning (M-learning) on the cognitive load, learning, and satisfaction of students in environmental health Engineering (EHE).

Methods: The quasi-experimental study was carried out in X University of Medical Sciences. Students of EHE (n=30) participated in the intervention and control groups. In the intervention group, students were trained to use the mobile-based learning method(M-learning). Students in the control group participated in the traditional training. The students’ satisfaction and cognitive load were assessed using questionnaires. Students’ learning was assessed by multiple-choice questions with multiple answers. The data were analyzed using SPSS24 software.

Results: The results showed that students in the intervention group demonstrated 8.53±1.06 as learning scores, significantly higher than those of the control group (4.18±1.57). The intrinsic and extraneous cognitive load of the intervention group was significantly lower (P-values<0.001). The germane cognitive load was significantly higher in intervention students (P-values<0.001). Also, the results of the students’ satisfaction questionnaire showed that the participants were highly satisfied with the educational content, efficiency, and ease of use of the application (8.03±0.27), which was reported at a good level (level 6-8 out of 9).

Conclusion: The M-learning method is recommended as an effective tool for teaching the conventional activated sludge process to undergraduate environmental health engineering students. This method effectively creates a germane cognitive load by using game elements and facilitated learning at any time and any place.