Learning from Small Devices: Deficits in Problem Solving Performance but not Factual Recall

Abstract

Given the increasing use of small screen devices to gather and provide important information, a critical question is how learning and problem solving performance is impacted by collecting data on a small device. This study investigates how learning and application of information differs when it is gathered using a small screen device versus a normal size desktop display. Results indicate that while factual recall is equivalent across interfaces, small screen devices appear to reduce how well participants apply these rules towards correct solutions. Further, it appears that solution time is also increased by using a small screen device. These results suggest that while these small technologies are convenient for fact gathering and other simple uses, there is a potential tradeoff when this learned information must be used in complex and appropriate ways.