An investigation into the motivational design qualities of web-based instructional materials

The purpose of this study was to assess the presence and absence of the motivational design components of John Keller\u27s ARCS model of motivational design inWeb-Based Instruction. Seventy five undergraduate students enrolled in the Spring Semester 1999 at the University of Tennessee, Knoxville and three other universities whose courses had a Web-presence at the World Lecture Hall on the Internet were asked to evaluate their Web-Based Instructional materials. The instrument used to evaluate theWeb-Based Instructional materials was John Keller\u27s Instructional MaterialsMotivational Survey. Results from Repeated Measures of ANOVA indicated a general presence of the four motivational components (Attention, Relevance, Confidence & Satisfaction) of the ARCS model. Confidence subscale was rated highest. This finding did not support Duchastel\u27s assumptions that WBI provided only for the first two factors(Attention and Relevance) but might be problematic for the latter two (Confidence andSatisfaction) in ARCS Model. Two-tailed T-test yielded significant differences between the best sites and the worst sites in the mean scores of the four individual subscales and the sum scores of the four subscales. Such results provided some support for the utility of the ARCS model in assessing the Web-Based Instructional Materials

The pedagogy of computer programming using cognitive development through an e-learning object

Motivated by the needs of a pedagogy focusing on minimizing the learning difficulties in program semantics knowledge and logical reasoning, this research project develops a cognitive development-based pedagogy for introductory programming to support students in organizing and constructing knowledge to learn computer programming. A pedagogy is described as a practice and learning theory that defines the teaching and learning. Regarding the practice of this pedagogy, it uses a cognitive learning tool, called e-learning object, to support the scaffolding. With regard to the theory, this pedagogy is developed based on Vygotsky’s Zone of Proximal Development and Piaget’s theory for cognitive development. In particular the scaffolding of this pedagogy includes three major learning processes. The first two learning processes focus on supporting students constructing knowledge on program semantics and conceptually map this knowledge to the coding process. The last learning process extends the learning to self-practice by demanding students to complete a set of exercises independently. All of these learning processes are supported by using the e-learning object, which is the major cognitive learning tool used in this pedagogy to support cognitive development. It is called e-learning object as it is designed by organizing a group of learning objects, in which each of them is to deliver the concepts of a specific unit topic of program control. Together with the course materials, these learning objects are accessed through the college’s ‘Blackboard System’. In addition to the major objective of improving students’ learning performance, this cognitive development-based pedagogy also extends from this objective to find out whether the positive learning outcome connects to cognitive development, and also whether this pedagogy can be embraced by teachers for use in their teaching processes. With these objectives, six research questions are defined in two stages of study. Research questions Q1 and Q2 are used to study students’ learning outcomes in year 1 and 2, and research questions Q3 to Q5 are used to find out whether students’ learning outcomes are connected to cognitive development. Research question Q6 focuses on whether this pedagogy matches teachers’ knowledge of using it, based on their knowledge of applying technology-based pedagogy. The research methodology of this project is the triangulation design where quantitative data are enriched by the collection of qualitative data. This mixture of quantitative and qualitative data collection in different research questions enables this study to interpret the values of this cognitive development-based pedagogy with different views from students and teachers. The research methods mainly include the quasi-experimental method, survey method and the rating scale anchoring method. With these methods, data are collected by using pre-test and post-test papers, questionnaires, and a checklist of rating scale anchoring mental specifications. They are analysed by two-tailed t-test, descriptive method with mean analysis and the one- way repeated measure ANOVA. These research and data analysis methods have been proven effective and used widely, in educational research projects. This research project makes four major contributions: (i) the e-learning object used in this pedagogy can be used to improve students’ learning performance in computer programming; (ii) evidence that a pedagogy focusing on cognitive development can be used to improve students’ learning performance without being limited by programming languages; (iii) development of a cognitive development- based pedagogy for wide use in introductory programming without being limited by teachers’ knowledge and programming languages; and (iv) learning with this cognitive development-based pedagogy builds up students’ problem-solving skills and applies them to different subject areas. With these achieved goals, this project therefore provides a conceptual and operational model for a pedagogical approach to Computer Science teachers design and use in their teaching process

Motivation and Learning of Non-Traditional Computing Education Students in a Web-based Combined Laboratory

Hands-on experiential learning activities are an important component of computing education disciplines. Laboratory environments provide learner access to real world equipment for completing experiments. Local campus facilities are commonly used to host laboratory classes. While campus facilities afford hands-on experience with real equipment high maintenance costs, restricted access, and limited flexibility diminish laboratory effectiveness. Web-based simulation and remote laboratory formats have emerged as low cost options, which allow open access and learner control. Simulation lacks fidelity and remote laboratories are considered too complex for novice learners. A web-based combined laboratory format incorporates the benefits of each format while mitigating the shortcomings. Relatively few studies have examined the cognitive benefits of web-based laboratory formats in meeting computing education students’ goals. A web-based combined laboratory model that incorporates motivation strategies was developed to address non-traditional computing education students’ preferences for control of pace and access to learning. Internal validation of the laboratory model was conducted using pilot studies and Delphi expert review techniques. A panel of instructors from diverse computing education backgrounds reviewed the laboratory model. Panel recommendations guided enhancement of the model design

public class Graphic_Design implements Code { // Yes, but how? }: An investigation towards bespoke Creative Coding programming courses in graphic design education

Situated in the intersection of graphic design, computer science, and pedagogy, this dissertation investigates how programming is taught within graphic design education. The research adds to the understanding of the process, practice, and challenges associated with introducing an audience of visually inclined practitioners—who are often guided by instinct—to the formal and unforgiving world of syntax, algorithms, and logic. Motivating the research is a personal desire to contribute towards the development of bespoke contextualized syllabi specifically designed to accommodate how graphic designers learn, understand, and use programming as an integral skill in their vocational practice.The initial literature review identifies a gap needing to be filled to increase both practical and theoretical knowledge within the interdisciplinary field of computational graphic design. This gap concerns a lack of solid, empirically based epistemological frameworks for teaching programming to non-programmers in a visual context, partly caused by a dichotomy in traditional pedagogical practices associated with teaching programming and graphic design, respectively. Based on this gap, the overarching research question posed in this dissertation is: “How should programming ideally be taught to graphic designers to account for how they learn and how they intend to integrate programming into their vocational practice?”A mixed methods approach using both quantitative and qualitative analyses is taken to answer the research questions. The three papers comprising the dissertation are all built on individual hypotheses that are subsequently used to define three specific research questions.Paper 1 performs a quantitative mapping of contemporary, introductory programming courses taught in design schools to establish a broader understanding of their structure and content. The paper concludes that most courses are planned to favor programming concepts rather than graphic design concepts. The paper’s finding can serve as a point of departure for a critical discussion among researchers and educators regarding the integration of programming in graphic design education.Paper 2 quantitatively assesses how the learning style profile of graphic design students compares with that of students in technical disciplines. The paper identifies a number of significant differences that call for a variety of pedagogic and didactic strategies to be employed by educators to effectively teach programming to graphic designers. Based on the results, specific recommendations are given.Paper 3 proposes a hands-on, experiential pedagogic method specifically designed to introduce graphic design students to programming. The method relies on pre-existing commercial graphic design specimens to contextualize programming into a domain familiar to graphic designers. The method was tested on the target audience and observations on its use are reported. Qualitative evaluation of student feedback suggests the method is effective and well-received. Additionally, twenty-four heuristics that elaborate and extend the paper’s findings by interweaving other relevant and influential sources encountered during the research project are provided. Together, the literature review, the three papers, and the heuristics provide comprehensive and valuable theoretical and practical insights to both researchers and educators, regarding key aspects related to introducing programming as a creative practice in graphic design education

Developing and testing microworld-based assessments for physical science

This paper describes the creation of an online tutoring program aimed with the diagnoses and correction of common misconceptions associated with potential, kinetic, and mechanical energy. This is done through the use of interactive microworlds with simulations that mimic the physical movements of a ball. Testing was done on a group of middle school students from a local afterschool program from Massachusetts. Using the results, we then determined future work in order to enhance our microworld for production

Developing a cross-cultural and cross-content foreign language curriculum

This thesis seeks to clarify the implementation of the cross-cultural and interdisciplinary French curriculum described in the associated work, Defining a Cross-Cultural and Cross-Content Foreign Language Curriculum (Seage). Using Social Studies as the primary source of cross-content exchange, the proposed curriculum is composed of three units of entry level French instruction that position the learner to acquire a second language through the broader process of acquiring an understanding of a second culture. By connecting the underlying philosophy outlined in the accompanying work to the recently implemented Common Core State Standards and the American Council on the Teaching of Foreign Languages\u27 Standards for Language Learning, this thesis seeks to provide explicit recommendations for instruction and implementation of the three units. Though the proposed curriculum has not yet been implemented in an instructional setting, this thesis speculates the benefits of the emphasis on second culture acquisition and the parallel model and additionally offers a range of adaptations to meet the needs of a variety of educational settings