Multimedia and motivation: The design and development of hypercard stack on dinosaurs

For this project the program Walk with Dinosaurs was developed using Keller\u27s Theory of Motivation. Walk with Dinosaurs is a interactive multimedia tool for presenting an integrated thematic unit. As a HyperCard stack, it intoduces students to factual information on dinosaurs in an appealing and motivating way

An Investigation Into The Use Of E-Learning Resources Within An Environmental Context For Schools

The premise of this study was to take a game-based learning and investigate whether pupil engagement was enhanced through an environmental context and a competitive environment. Despite game-based learning being an active research area, there appears to be a relatively slow uptake by teachers (Axe & Routledge, 2011) which perhaps gives light to a certain pragmatism amongst teachers to adopt games in education. However, credibility is given to this body of research by a number of prominent authors (Becta, 2001; Kirriemuir & McFarlane, 2003; Shaffer, Squire, Halverson & Gee, 2004). Research has shown the most effective way of integrating game-based learning is to firstly identify the pedagogy for the learning tool and then wrap this with gamified elements (Gee 2003; Gee 2004). What this study aimed to do was provide a system where pupils could learn about environmental topics through a series of educational activities during a prescribed set of trials in school but also have the opportunity to use the system as much or as little as they liked outside of school hours. In addition, this study introduced a contextualised scenario which challenged participants to make decisions based on both moral and competitive judgement in order to determine whether there was an underlying pattern of competitive behaviour or whether users were motivated by more than just winning, a suggestion made by Deen & Schouten 2011). As a concept, gaming strategies are ways that participants utilise an educational tool to win or succeed at the game-based element without explicitly fulfilling the pedagogical purpose. Literature suggests mixed results with previous studies as to the demographic profiles of participants who employ gaming strategies and also their motivations behind those strategies (Baker et al, 2004; Baker et al, 2005). This study aimed to identify basic demographic information for participants who used gaming strategies throughout the usage of this contextual e-learning system as well as the ways in which various strategies were used. One of the fundamental parts of this study was a feature designed to test whether participants were more likely to exhibit selfish or morally responsible behaviour when posed with a number of environmental disaster scenarios. The questions took the form of Environmental Decision Points and provided users with an environmental disaster scenario and three options carrying different points values. The decision participants had to make was whether they chose the more selfish option (and progressed further up their class league table) or whether they took the socially responsible option (where they could perhaps feel better inside but had nothing tangible to show). Overall, this study was designed to further learning in the areas of game-based learning, contextualised learning and gaming strategies within a cohort of Primary and Secondary school pupils

How the use of technology, a co-constructive learning environement, and journaling affect the oral and written comprehension skills of students with cognitive disabilities

This project will focus on incorporating technology, a co-constructive learning environment, and writing practices into my classroom as a means to promote better oral and written comprehension for my students with cognitive disabilities. A co-constructive learning environment is an environment where all students work collaboratively together. These components of technology, co-constructive learning, and different writing practices will work simultaneously to enrich students’ comprehension process. For students with cognitive disabilities, providing explicit instruction and numerous opportunities to practice new skills is imperative in supporting students’ literacy needs at their overall instructional level

The Effect Of Different Presentation Formats Of Hypertext Annotations On Cognitive Load, Learning And Learner Control

This dissertation study was intended to verify whether the positive effects of the roll-over annotation presentation format on reducing cognitive load and enhancing vocabulary and comprehension of 5th-grade children (Morrison, 2004) can be extended to college students\u27 learning from a web-delivered text. In order to answer this research question, relevant constructs, such as cognitive load, learner control and learning, have been examined in this experimental study of 149 undergraduate students in a state university at College of Education. No single effect of annotation presentation format on cognitive load was found, but an interaction effect on cognitive load was revealed between annotation presentation formats and pre-existing knowledge in this study of online education, similar to the interaction effect between annotation presentation formats and learners\u27 reading experience found in traditional textbook learning (Yeung, Jin and Sweller, 1998; Yeung, 1999). Besides, students\u27 computer experience also had a significant impact on their perceived cognitive load. One more key finding from this study was that the embedded annotation presentation format generated the least learner control, significantly different from other annotation presentation formats. In conclusion, an adaptive approach to the design of annotation presentation formats is recommended, for example, individual differences including learners\u27 familiarity with content should be considered along with different annotation presentation formats so as to reduce learners\u27 overall cognitive load. Additionally, learners\u27 computer experience should be examined when hypertext annotations are used. Finally, choices of annotation presentation formats should be well-conceived to balance cognitive load, learning, and learner control

Incorporating Andragogy and Cognitive Theory Of Multimedia Learning Into Self-Paced Training and Development Programs

In the modern higher educational system, technology permeated almost all the provisions of educational processes and transformed individual learning transactions. Empirical evidence reveals students’ skill gaps in the digitized campus and the real-world work environment driven by technology. Technical training is of high value and in high demand in helping students to develop the skills necessary to carry out schoolwork and be prepared for the real-world work environment. The purpose of this study was to investigate the effectiveness of the combined method of Andragogy and Cognitive Theory of Multimedia Learning (CTML) in enhancing learning results and optimizing students’ learning experience in an asynchronous Excel training program designed on Storyline 360. This study utilized a mixed-method design and was conducted in a private religiously affiliated university on the west coast of the U.S. Quantitative data (i.e., control group n=22; Treatment group n=22) were collected through quiz and survey to measure learning results and learning motivation, autonomy, and satisfaction respectively. Qualitative data (n=4) were collected through semi-structured individual interviews to obtain a deeper insight into the different learning experiences between conventional instruction and the Andragogy and CTML-enhanced instruction. The first finding of this study was the effectiveness of the interventional training designed with a combined method of Andragogy and CTML in improving students’ learning outcomes in the post-test (i.e., t (42) = 2.65, p-value = 0.01\u3c0.05, Cohen’s D = 0.80)) and maximizing gained scores (i.e., (t (42) = 2.23, p-value = 0.03), Cohen’s D = 0.67). iii The second finding of the research was that the interventional training designed with a combined method of Andragogy and CTML had a significant effect on improving students’ learning motivation (t (42) = 2.71, p-value = 0.0096 \u3c 0.05, Cohen’s d = 0.82,), but no effect on improving learning autonomy (t (42) = -0.17, p-value = 0.87 \u3e 0.05, Cohen’s d = -0.05,) and learning satisfaction (t (42) = 1.43 p-value = 0.16 \u3e 0.05, Cohen’s d = 0.42). The third finding of this research revealed: (1) learners found both the conventional and the Andragogy and CTML-enhanced training beneficial as it met their current or future needs; (2) learners in both groups were engaged in the micro-learning experience multimedia-based (i.e., simulations and mind maps); (3) Project-based assessment and brief course navigation instructions are preferred in the self-paced training. This study formulated an evidence-based framework to design effective online technical capability-building solutions that are centered on the needs of learners. Educational leaders should enable instructional technologies and define governance and processes to support the integration of the combined andragogy and CTML method. Additional research implementing the andragogy and CTML approach with learners in different educational settings and subject matters would further expand the findings and drive teaching innovations

Measuring the success of \u3ci\u3eClassWorks\u3c/i\u3e computer instruction

The purpose of this research was to test the effectiveness of the computer program, ClassWorks Gold (CW) in improving student reading and writing scores. ClassWorks Gold is a computer program that merges parts of 150 commercially available language arts program with a built-in assessment and internal e-mail system. Garfield Elementary School in Cedar Rapids, Iowa, received a grant from the Iowa Department of Education for the purchase and implementation of CW as a supplement to regular language arts classroom instruction. The grant required action research for an assessment. This paper focuses on the effectiveness of CW with two third grade classes in one school year. All third grade students were given the same computer ClassWorks pretest. Students began at level one and continued through the automated test until they missed three questions. The score was recorded and students began at the last level theysuccessfully passed. Students then spent 45 minutes twice a week for 28 weeks interacting with the ClassWorks software. ClassWorks individualized instruction in a variety of language arts concepts. A concept was presented, defined, and examples given. Students then completed a series of lessons and given a quiz. Passage of the quiz at 80% allowed students to move on to the next concept. A score of less than 80% placed the student in remediation with further examples and lessons followed by another quiz. The computer program recorded the time students spent on each sub-section of the unit and any quiz scores. Teachers, however, had to record the scores for the projects. These scores were recorded in C/assWorks assessment program. The same placement test administered as a pretest was given as a posttest to determine academic progress. In October students were also given the Iowa Tests of Basic Skills. The same test was administered again in May to assess academic growth. This is a norm-referenced test. While these two tests do not evaluate in the same manner, the results of both were used to compare the overall academic progress of the students in the area of language arts. A comparison of growth between the pre and posttests was done to determine the effectiveness of the CW program. Hypothesis 1 predicted that this group of students would make six months academic growth over the established baseline of previous Garfield third graders who were taught with traditional methods of instruction as evidenced by both the !TBS andClassWorks Gold GLE evaluation. Findings showed hypothesis 1 was nil. Students using ClassWorks made three months growth over one previous class and ten months growth over another previous class above the baseline average on ITBS Tests. However, spring data were lacking from a third year for comparison. There is not sufficient data for a concrete comparison. No baseline average was available for ClassWorks since this was the initial implementation. Hypothesis 2: Student academic progress would have a significant positive correlation to time on task. Students who spend more time in ClassWorks will show greater academic growth than those that spent less time on task. There will be an uneven amount of growth when comparing student to student; since the population is made up of delayed, average, and proficient students. Time on task was monitored by the internal assessment management system (AMS) within ClassWorks. Findings show hypothesis 2was accepted. Those students who did not make improvement on ClassWorks appeared to rush through the tests, made many guesses, or used the Don \u27t Know option many times. Those students who spent more time on task did do better on the tests. Hypothesis 3: Weekly teacher evaluation of student progress is directly related to student achievement. Therefore, those teachers who weekly monitor the quizzes and projects within the ClassWorks system, and enhance or remediate the language arts concepts with direct classroom instruction will have students who show greater academic growth. Findings for hypothesis 3 were inconclusive. Students who were identified by ClassWorks as needing remediation in specific skills were not given remediation of those specifically identified skills. Remediation was done as it related to the district language arts curriculum. Hypothesis three can neither be accepted nor rejected. In this study the lack of alignment between the ClassWorks skills in need of remediation and the district language arts curriculum skills actually taught and remediated in the classroom makes it impossible to determine how effective the role ofthe teacher was in this computer-aided instruction. CAI instruction is generally too costly and time consuming to be used merely as a skill building tool. Remediation is a critical piece in which the teacher must take an active role. Teachers need time to plan if they are delving deeply into this integration; or the software program needs to be aligned with thecurriculum before it is purchased. Students became bored with the program as evidenced by verbal comments, an increase in the number of Don \u27t Know test responses, the shortened time students spent working on assessments, and the lack of quality in student projects. ClassWorks provides a different kind of test data than Iowa Test of Basic Skills. ClassWorks is not a standardized normed test. Without further research it is impossible to tell if the ClassWorks program was responsible for the increased in ITBS scores. Clearly, there is room for more study. There are opponents and proponents of CAI instruction in the classroom and as many strategies for effective presentation there are supporters or naysayers. Certainly higher-order thinking skills and multi-media methods must be involved to keep CAI out of the ancient educational realm of skill and drill

Using Web-Based Instruction to Teach Music Theory in the Piano Studio: Defining, Designing, and Implementing an Integrative Approach

This dissertation rationalizes the best use of Web-based instruction (WBI) for teaching music theory to private piano students in the later primary grades. It uses an integrative research methodology for defining, designing, and implementing a curriculum that includes WBI. Research from the fields of music education, educational technology, educational psychology, and interaction design and children receive primary consideration. A synthesis of these sources outlines several research-based principles that instructional designers can use to design a complete blended learning environment for use within the piano studio. In addition to the research-based principles, the precise methods of determining instructional tasks and implementing the program online are described in detail. A full implementation is then deployed, and piano teachers evaluate the extent to which the online program fulfills the research-based principles. This dissertation does not argue for the complete migration of theory instruction from traditional workbook approaches to an entirely Web-based medium but rather outlines the best use of face-to-face instruction, collaboration amongst students, teachers, and parents, and interaction with a Web-based program. This formative research provides a complete model of integrating WBI within the piano studio that can guide instructional designers and music educators

Using an Apple iPad for self-monitoring of students with autism

The purpose of the study was to examine the effects on using an iPad to self-monitor the behaviors of middle school students with Autism Spectrum Disorder (ASD). Four students (12-13 years old, 4 male) participated in the study. A single subject design with ABAB phases was used. During the baseline, all students were observed to record their on and off task behaviors in the language arts class. During the intervention, the students were guided by the teacher to create a video of self-modeled on task behavior and saved their self- images into customized app called Choiceworks by adding their voice to state the behavior. Subsequently, the iPad was taken away for 10 days, then continued to use in class to further examine the effect. The results showed that the participant\u27s off task behavior decreased and assignment scores increased during the intervention. It is found that the iPad serving as a portable hardware device could be used to provide students with ASD as an affordable and customizable tool for self- monitoring their behaviors