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

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.