Exploring the Effect of Worked Example Problem-based Learning on Learners' Web-technology Design Performance

Abstract

[[abstract]]The process of creating media products, maximizing the merits of advanced interactive technology is very complex. Media producers are highly demand of their cognitive abilities to integrate multiple domains of knowledge, which may include graphic design, technology skills, and problem-solving skills. The problem-based learning strategy (PBL), starting learning with a real-world problem, has been frequently adopted to develop the competency of learners with a major in technology or media production. Despite the fact that PBL effects have been reasonably argued and empirically tested, its associated learning tasks may overload the learners. This paper, grounded on the cognitive load theory, aimed to investigate the effects of worked examples on learners’ web-technology design skills. The web-technology design problem was chosen as the main problem for participants to explore during the PBL activity. A series of problems and associated worked examples were developed. Furthermore, a web-based learning system was created to engage participants in observing the problems, watching the examples and practicing solving the given problems. A pre-and-post experimental design was adopted to test the effect of worked-examples. 80 university students, with a major in instructional technology programs, were invited to participate in the study and were randomly assigned to one of the intervention conditions. The finding supported the positive effect of the worked example on enhancing learners’ web-technology design performance.[[notice]]補正完畢[[conferencetype]]國際[[conferencedate]]20131118~20131122[[iscallforpapers]]Y[[conferencelocation]]Bali, Indonesia[[countrycodes]]ID