Technology‐assisted learning: a longitudinal field study of knowledge category, learning effectiveness and satisfaction in language learning

Abstract

Abstract A field experiment compares the effectiveness and satisfaction associated with technology‐assisted learning with that of face‐to‐face learning. The empirical evidence suggests that technology‐assisted learning effectiveness depends on the target knowledge category. Building on Kolb's experiential learning model, we show that technology‐assisted learning improves students' acquisition of knowledge that demands abstract conceptualization and reflective observation but adversely affects their ability to obtain knowledge that requires concrete experience. Technology‐assisted learning better supports vocabulary learning than face‐to‐face learning but is comparatively less effective in developing listening comprehension skills. In addition, according to empirical tests, perceived ease of learning and learning community support significantly predict both perceived learning effectiveness and learning satisfaction. Overall, the results support our hypotheses and research model and suggest instructors should consider the target knowledge when considering technology‐assisted learning options or designing a Web‐based course. In addition, a supportive learning community can make technology‐assisted learning easier for students and increase their learning satisfaction.