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.