Network Analysis of Learning Theories and Learner Experiences in a Technology-Assisted Vocabulary Learning Experience (Poster 25)

• In Event: Saturday Poster Session 9:35 am
  In Poster Session: Learning Sciences SIG Poster Session 2: Co-Design, Math, Science, and Language Learning

Abstract

This research probes the role of digital apps in vocabulary advancement within a technology-aided writing curriculum. Drawing on constructivist theory, dual coding theory, and motivation theory, this research explores the interplay among these learning theories and students' vocabulary learning experiences. Utilizing learning theories and semantic network analysis, it finds that apps like Popplet and Quizlet boost language learning and motivation. However, overuse of extrinsic motivation, seen with Toontastic, can be detrimental. Google Doc and Google Classroom aid in writing tasks, while Book Creator offers multi-modal benefits. The study advocates for strategic tech integration in vocabulary learning and further research into the synergy between learning theories and digital platforms.

Authors

• Mahjabin Chowdhury, Texas A&M University

• L. Quentin Dixon

• Li-Jen Kuo, Texas A&M University

• Jonan Phillip Donaldson, University of Alabama - Birmingham