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A total of 296 first-year students completed a 28-week Introduction to Academic Hebrew program and were assigned to SMS-delivery or email-delivery groups receiving identical weekly word lists and definitions. Standardized achievement test results showed no significant differences between groups. Questionnaire findings revealed significant group differences, with SMS recipients reporting higher learner self-esteem, attribution, and technological efficacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cognitive-and-affective-aspects-of-sms-based-learning-at-the-university-level/592690/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cognitive-and-affective-aspects-of-sms-based-learning-at-the-university-level/592690.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How were students divided for the vocabulary delivery comparison?","Question",{"text":112,"@type":113},"296 first-year students were split into two comparison groups: one received weekly academic Hebrew vocabulary definitions via SMS to cell phones, and the other received identical weekly lists via email to personal inboxes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Did SMS delivery improve vocabulary achievement compared with email?",{"text":117,"@type":113},"No. Results showed no significant differences in standardized Academic Hebrew Vocabulary Achievement Test scores between the SMS group and the email group.",{"name":119,"@type":110,"acceptedAnswer":120},"What affective factors differed between SMS and email delivery groups?",{"text":121,"@type":113},"Students receiving vocabulary via SMS reported significantly higher learner self-esteem, learner attribution, and learner technological efficacy than those receiving the same content via email.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592690,1792192386,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Cognitive and Affective Aspects of SMS based Learning at the University Level  \nBy Yaacov J Katz 􀀍  \nMobile learning delivery platforms include cell phone based SMS technologies that provide access to learning materials without being limited by space or time. Sophisticated technological advances in the domain of pedagogical delivery have led to flexible, motivated, userfriendly, controlled and adaptive learning using cell phone based delivery platforms. In the present study 296 first year college students who studied academic Hebrew language in a mandatory 28 week long (yearly) 'Introduction to Academic Hebrew' course were divided into two comparison groups and exposed to two different modes of vocabulary delivery. The first group of students received weekly lists of academic Hebrew vocabulary definitions sent via SMS messages to their cell-phones and the second group received weekly lists of academic Hebrew vocabulary definitions sent via email messages to their personal computer email inboxes. The academic Hebrew vocabulary lists studied by the students and provided via SMS and email delivery platforms were identical and the students received weekly lists 20 words and their exact definitions (total of 560 words) for the 28 week period of the course. At the end of the course the students in the two groups were tested on a standardized Academic Hebrew Vocabulary Achievement Test (AHVAT) and responded to a questionnaire that examined their levels of learner self-esteem, learner attribution and learner technological efficacy. Results of the study indicate that there were no significant differences between the achievement scores on the standardized Academic Hebrew Vocabulary Achievement Test attained by students in the SMS delivery group and students in the email delivery group. However, there were significant differences between the students in the two different delivery groups regarding their levels of learner self-esteem, learner attribution and learner technological efficacy. The students who received academic Hebrew vocabulary definitions via SMS messages indicated significantly higher levels of learner self-esteem, learner attribution and learner technological efficacy than their counterparts who received academic Hebrew vocabulary definitions via email messages. The results of the study indicate the potential evident in SMS based learning delivery platforms regarding enhancement of students' attitudes such as learner self-esteem, learner attribution and learner technological  \n􀀍Professor, Bar-Ilan University, Israel.  \n[https://doi.org/10.30958/aje.1-3-6](https://doi.org/10.30958/aje.1-3-6) doi=10.30958/aje.1-3-6  \nefficacy in academic vocabulary learning. It is proposed that SMS learning delivery platforms can become a viable technological mobile delivery system in the university learning process and serve as a routine alternative platform for the delivery of relevant learning materials to students.  \nIntroduction  \nAmong the latest developments within mobile learning has been the introduction of the use of the cell-phone as a learning delivery system (Attewell & Savill-Smith, 2004; Prensky, 2005) . It should be noted that the use of cell-phones is multi-dimensional and cell-phone technology now provides technological possibilities including voice, text, still-camera, video-camera, paging and geo-positioning capabilities. These tools provide a rich variety of platforms that potentially enhance the learning process. Moreover, learning isnot bound by space or time and students can choose to engage in learning without almost any limitations (Dieterle & Dede, 2006) .  \nMobile phones are varied in size, design and model and Attewell (2005) concluded that the varied designs are meant to cater for varied customer tastes. This implies that applications designed for use on cell-phones must take cognizance of user preferences. In teaching and learning, the application should be designed to cater to the specific needs of the learner","cbCaitkGoaSNOho6","https://ap.wps.com/l/cbCaitkGoaSNOho6","pdf",531122,"English","# Introduction\n## Mobile learning and cell-phone delivery\n## Affective factors related to mobile learning","[{\"question\":\"How were students divided for the vocabulary delivery comparison?\",\"answer\":\"296 first-year students were split into two comparison groups: one received weekly academic Hebrew vocabulary definitions via SMS to cell phones, and the other received identical weekly lists via email to personal inboxes.\"},{\"question\":\"Did SMS delivery improve vocabulary achievement compared with email?\",\"answer\":\"No. Results showed no significant differences in standardized Academic Hebrew Vocabulary Achievement Test scores between the SMS group and the email group.\"},{\"question\":\"What affective factors differed between SMS and email delivery groups?\",\"answer\":\"Students receiving vocabulary via SMS reported significantly higher learner self-esteem, learner attribution, and learner technological efficacy than those receiving the same content via email.\"}]","Cognitive and Affective Aspects of SMS based Learning at the University Level | PDF",1792075120,25]