Abstract
This study investigates the influence of sensory and cognitive affordances on the user experience of mobile devices for multimedia language learning applications. A primarily audio-based language learning application – ‘Vowel Trainer’, was chosen against a comparison, text and picture-based language learning application – ‘Learn English for Taxi Drivers’. Impressions of the two applications were assessed on two different devices that have virtually the same interface and identical sound output (when headphones are used), but differ in physical size: the iPhone and the iPad. A mixed design was chosen, with native language as a group factor and device type (iPad vs. iPhone) and language application type (audio vs. video) as within groups factors. Assessments of sensory and cognitive affordances were made, along with measurement of learner preferences of each application. Data from 41 participants (21 native English speakers, 20 non-native English speakers) were analysed, revealing device differences in both audio and visual subjective quality ratings, despite only visual quality being affected by the device's physical limitations. We suggest that sensory affordances (indexed by subjective quality) are not simply a function of physical limitations, but are heavily influenced by context. The implications for developing design guidelines for language learning and other multimedia applications are discussed.