Smart, social, flexible and fun: Escaping the flatlands of virtual learning environments

© 2019, Springer Nature Switzerland AG. This paper describes the development of intelligent, social, flexible and game-based pedagogic approaches and their applications in Virtual Learning Environment based Education. Applications of computer science technologies and techniques can enable, facilitate and change educational approaches, allowing scalable approaches that can address both individual student needs whilst managing large – sometimes-massive - cohort sizes. The benefits of these information systems include supporting the wide range of contexts met in education, in terms of individual needs and specific subject and curriculum requirements. Technologies and approaches that are considered range from the representation of knowledge and the use of intelligent systems, the use of social computing, through to the enabling opportunities of ubicomp and the practical application of game mechanics (gamification). This paper concludes with practical illustrations in the context of undergraduate computer science didactics

Evaluation of the development and application of multimedia computer assisted learning in Higher Education.

This thesis deals with approaches to the evaluation of multimedia computer assisted learning in higher education. The thesis is presented in two parts. The first part consists mainly of a literature based review of the rationale and methods employed in the development of multimedia CAL systems focusing on the ability of such systems to deliver a variety of pedagogic aims and objectives which the literature on the subject generally attributes to them. This was done in order to identify and examine the important features which should be incorporated in the effective evaluation of such systems. 1) the pedagogical basis of multimedia learning environments with particular reference to the mechanism by which they claim to encourage an approach to learning which facilitates 'deep' rather than 'shallow' learning' (Chapters 3 and 4); 2) the basis on which multimedia CAL systems claim to provide interactive learning environments which allow the teaching materials to be tailored by learners to accommodate their own individual preferences for adopting particular learning strategies. In particular this focused on the importance of individual learning styles and learners' degree of computer confidence (Chapter 5); 3) the institutional/delivery factors which must be understood to explain fully the context in which evaluations are carried out and which may have important effects on the outcomes of evaluation (Chapter 6). This literature review, together with a practical survey of a range of existing CAL courseware and an e-mail survey of CAL developers provides the basis for presenting an approach to evaluation which differentiates systems on the basis of the pedagogic approach they adopt and the context in which they are implemented. Finally, a critical review of existing evaluation methods was undertaken and important elements within these methods were incorporated into a new framework for evaluation. The framework provides a tool for determining an evaluation strategy that encompasses all stages of development, formative and summative evaluation of CAL courseware. Evaluation is based on the explicit aims and objectives of the courseware being provided and is moderated by contextual factors that define the pedagogical approach being taken, any individual learner differences that must be taken into account, and the institutional/delivery context within which the courseware is used. An analysis of the implications of the framework when formulating an evaluation strategy demonstrates weaknesses in the assessment instruments currently being used in evaluation studies - particularly for providing reliable measures of 'learning effect' as part of summative evaluation and also with respect to accurate quantification of costs associated with development and use of CAL courseware. The second part of the thesis tests the framework. The approach taken was to develop and formatively and summatively assess a multimedia CAL system used to teach parts of a course on bibliographic classification to students at the Robert Gordon University in Aberdeen. Qualitative and quantitative tests to accomplish this are described and the result of statistical analyses of learner performance when using the system are presented. This empirical study provides further insights into the practical problems involved in developing and evaluating a multimedia CAL system and in particular highlights: 1) the influence which individual learning style (as measured by the Gregorc Style Delineator) has on student performance in a context in which postgraduate students were required to use the CAL courseware rather than attend lectures - results indicate that CAL does not serve all learners equally; 2) the importance of the delivery context in a study in which undergraduate students were provided with CAL materials to supplement the delivery of their course. The evaluation framework was found to be a robust framework for developing and testing didactic teaching packages which were developed in the context of improving the quality of the teaching and learning of bibliographic classification to both undergraduate and postgraduate students. Recommendations are provided for future research based on using the framework to explore other contexts in which courseware is developed and implemented

Lights, camera, interaction! Interactive Film and its Transformative Potential.

This thesis concentrates on the emerging field of interactive film. Digital interactive and networked media offer so many possibilities to create stories that it is necessary to define what an interactive film is and whether there is any continuity with the linear film form. This thesis explores whether interactive narratives in the form of interactive film have the potential to offer a transformative learning experience regarding societal and political topics. Butterfly is an interactive short film that uses a second-screen technique to raise awareness of the dangers of cyberbullying. As a case study for a potential transformative experience, the film is described and evaluated by means of interactive screenings and a user experience study. Findings show there is definite potential for interactive films to create strong emotions in users and to possibly produce a transformative experience with educational implications. Keywords: Transformative design, Interactive Narrative Design, Interactive film, User Experience Evaluation

Major Theories of Teaching Writing: An Overview

A thesis presented to the faculty of the Caudill College of Arts, Humanities and Social Sciences at Morehead State University in partial fulfillment of the requirements for the Degree of Master of Arts by Teresa F. Collins in April of 2013

Creation and evaluation of AnswersIn, a novel computer based teaching framework in gastroenterology

Background: There is currently little evidence of a theoretical base for the development and delivery of multimedia teaching in medicine. In this thesis I have; (1) reviewed the principles of adult learning and Instructional Design (ID) (2) proposed an evidence based model for a novel multimedia learning framework (3) developed the model (4) delivered the program to medical students who evaluated its functionality and content and (5) identified learning points for future investigators. Method: Interview style scripts were authored, recorded and integrated to produce “AnswersIn Gastroenterology”. A focus group based pilot study tested the robustness of the program and need for modification. Following a survey of medical student access to multimedia computers, AnswersIn was made available on the university server. The technical challenges of web-delivery were documented and the program made available to four consecutive student groups during their gastroenterology blocks. At the end of each block, students formatively evaluated the resource via a questionnaire. Additionally, the variety of data available using a web-tracker was examined as well as the effect upon usage of a series of advertising emails. Results: 8.5 hours of content were developed. The focus group recommended modifications which were implemented. The survey demonstrated that medical students have high levels of access to multimedia computers. Despite problems encountered during the implementation phase, a total of 178 students had access over four blocks. 21 percent considered AnswersIn as an alternative to lectures and 33 percent indicated that they would use AnswersIn as their main learning resource. Students gave reasons why they continued to favour traditional teaching methods but almost all stated that they would like to see AnswersIn extended to other subjects. Web tracking demonstrated that advertising increased usage. Conclusion: AnswersIn is a novel framework formulated using principles of adult learning and Instructional Design. Formative assessments indicate that students respond favourably to its introduction and its usage can be influenced by advertising

Evaluation of computer aided instruction: Assessing the value and effectiveness of operational systems

This thesis investigated a number of performance measures for computer-aided instruction (CAI) systems. These "evaluation metrics" are intended to assess the worth and value of teaching systems. An operational accounting tutor (which teaches marginal costing) was used to develop the metrics and a replication study was conducted on Application Program Tutor (a tutoring system designed to teach courses). Although, CAI is a mature technology which has evolved in a variety of fields and forms since the 1950s, its potential remains untapped. Factors attributed to this include resistance from teachers, lack of student involvement in design, and insufficient imagination in curriculum design. Inadequate system standards and a deficiency of good software tools, lack of documentation, maintenance and education value have also been key limiting factors. The overall picture seems akin to a cottage industry than a co-ordinated enterprise. Evaluation is significant, to developers and users in this field, because in the short-term it improves the usability and life-span of the numerous systems that have been developed and in the long-term it focuses attention (away from the impetus to deliver) towards issues of appropriateness and quality in system design. Different traditions of evaluation are explored, including the selection criteria used in educational technology and the impact of the quality philosophy on software engineering. This research was conducted using the Before-after Two-group design on forty-two accountancy students, where a conventionally taught group was compared with the accountancy tutor group. Performance on a number of marginal (or variable) costing problems was measured before and after both groups were taught. Moreover, the experimental group was given a questionnaire to complete (which was designed to capture their assessment of the system). The results derived from the well- crafted questionnaire were indicative of the systems strengths and weaknesses and supplied useful criteria for future research