Start Date
26-8-2021 12:00 AM
End Date
27-8-2021 12:00 AM
Description
Digitization of learning activities has introduced some notable improvements as well as some significant knowledge retention impairments. Extant theories of knowledge retention are dominated by instrumental and cognitive approaches. Relatively less attention has been paid to the smartphone appropriation which includes instrumental and cognitive approaches but transcends them. This research adopts the smartphone appropriation approach to model antecedents of knowledge retention in the context of technology-mediated learning. It synthesizes user-invited actions based on technology design, knowledge retention, looping, and unlearning. The data analysis and model testing primarily confirm smartphone appropriation in knowledge retention. Complexity of technology usage in itself does not cause an increase in cognitive load. Cognitive load increases because of the combination of smartphone appropriation and extraneous cognitive load. The proposed appropriation model of knowledge retention complements the extant ones. The theoretical contributions are discussed with their research and practical implications.
Smartphone Appropriation and Knowledge Retention in Technology-Mediated Learning
Digitization of learning activities has introduced some notable improvements as well as some significant knowledge retention impairments. Extant theories of knowledge retention are dominated by instrumental and cognitive approaches. Relatively less attention has been paid to the smartphone appropriation which includes instrumental and cognitive approaches but transcends them. This research adopts the smartphone appropriation approach to model antecedents of knowledge retention in the context of technology-mediated learning. It synthesizes user-invited actions based on technology design, knowledge retention, looping, and unlearning. The data analysis and model testing primarily confirm smartphone appropriation in knowledge retention. Complexity of technology usage in itself does not cause an increase in cognitive load. Cognitive load increases because of the combination of smartphone appropriation and extraneous cognitive load. The proposed appropriation model of knowledge retention complements the extant ones. The theoretical contributions are discussed with their research and practical implications.
