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1.
This project is demonstrating the feasibility of using the object‐oriented paradigm to teach students software design in a nonprogramming context. The program, developed using principles of user‐based, prototyping design, teaches students to create responsibility‐driven designs of computer games. Investigations with high school students with little or no knowledge of computers and senior computer science majors have demonstrated that students can indeed learn to use Class‐Responsibility‐Collaborator (CRC) cards to produce creditable high‐level designs in a relatively short time whether or not they have programming experience and can generalize what they have learned to a new design. Although the computer science majors created more complete designs and demonstrated a deeper understanding of the design process than the high school students, these students still found the experience valuable. Both sample groups generally found the process interesting and relatively painless. 相似文献
2.
Wei-Chen Hung Thomas J. Smith Marian S. Harris James Lockard 《Educational technology research and development : ETR & D》2010,58(1):61-80
This study adopted design and development research methodology (Richey & Klein, Design and development research: Methods, strategies, and issues, 2007) to systematically investigate the process of applying instructional design principles, human–computer interaction, and software
engineering to a performance support system (PSS) for behavior management in a classroom. The purpose was to examine how a
proposed instructional design framework based on Ausubel’s (The psychology of meaningful verbal learning, 1963) advance organizer theoretical approach could be used to address inherent problems of technically driven PSSs. Development
data were collected from a six-phase participatory rapid prototyping process using both qualitative and quantitative methods.
Findings indicated that (a) the advance organizer concept combined with a matrix design metaphor provided an effective way
to illustrate conceptual connections and relations among PSS modules and their elaborated information, (b) the system served
as a reference to support participants for exchanging ideas with other teachers as well as with parents of students, and (c)
the rapid prototyping process established parameters that helped the project team maintain a focus on users and collect data
useful for advancing to a higher phase of system development. Potential drawbacks pertaining to the proposed design strategies
and their possible corrective actions are also reported and discussed. 相似文献
3.
林梅 《山西广播电视大学学报》2012,(3):12-14
针对学生在上课时上网玩游戏,工作人员在上班期间炒股、网购,我们需要一款能够监视学生上课过程和工作人员上班使用计算机过程的软件。在设计的过程中运用C／S模式,开发环境运用Visual C＋＋,Winsocket网络编程技术,实现对被控端屏幕的捕捉,键盘和鼠标的监视,特殊的情况下可以远程关闭、重启被控端。 相似文献
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5.
Luli Stern Nitza Barnea Sofia Shauli 《Journal of Science Education and Technology》2008,17(4):305-315
The objective of this study was to evaluate the effect of a dynamic software simulation on the understanding of the kinetic
molecular theory by 7th graders. Students in the control group (n = 62) studied a curricular unit that addressed the differences in arrangement and motion of molecules in the three phases
of matter. The experimental group (n = 71) studied the same unit combined with a few computer lessons using a software simulation. The results indicate that the
students in the experimental group scored significantly higher than those in the control group. Nonetheless, while both groups
of students improved their understanding of the kinetic molecular theory, the overall achievements were very low. These findings
suggest that the simulation improved the understanding of the 7th graders; however, it was insufficient in itself to promote
meaningful learning. Statistically significant gender differences were not observed. This paper concludes with a discussion
of the educational implications of this study. 相似文献
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7.
Leonard Annetta Jennifer Mangrum Shawn Holmes Kimberly Collazo Meng‐Tzu Cheng 《International Journal of Science Education》2013,35(8):1091-1113
The purpose of this study was to examine students' learning of simple machines, a fifth‐grade (ages 10–11) forces and motion unit, and student engagement using a teacher‐created Multiplayer Educational Gaming Application. This mixed‐method study collected pre‐test/post‐test results to determine student knowledge about simple machines. A survey ascertained the time spent using the computer for general purposes, and the time spent playing computer games as a function of gender. The pre‐test and post‐test design involved 74 students, 31 males and 43 females, who played the Dr. Friction Multiplayer Educational Gaming Application for several days in the middle of the unit. Results showed the females averaged using the computer more than their male counterparts and males played video games more than females. Analysis of covariance suggested no significant difference between the factor gender (p > .05) but statistically significant differences in gain scores (p = .001). Observations and qualitative focus groups suggested high student engagement and how video game technology can scaffold learning of simple machines. 相似文献
8.
Kristine Øygardslia 《Learning, Media and Technology》2018,43(1):85-100
While there are several positive outcomes from implementing game design in a formal learning context, there are also challenges that have to be considered in order to improve game-based learning. This is explored in the article, using the concepts of activity frames and stancetaking, focusing on the social organization of the game design activity. Building on video data from one 6th grade class and one 7th grade class designing computer games based on their social studies curriculum, this article shows that tensions arise when students fail to agree on what the activity they are doing is really about: The academic content and what students commonly perceive as school activities, or a game design activity informed by their leisure time. The main argument is that the students position themselves as students, game designers or characters, and that this may cause tensions in the students’ social interactions. 相似文献
9.
Mark Guzdial 《Interactive Learning Environments》2013,21(1):001-044
Abstract Programming is an activity through which students can learn about other domains, but the difficulty of programming diminishes its usefulness as a learning activity. One approach to facilitate the use of programming for learning is to view programming as a skill like those taught through apprenticeships, and to use the apprenticeship concept of scaffolding to facilitate doing and learning through programming. Scaffolding means providing modifiable support (through fading) that communicates process, coaches, and elicits articulation. Software‐realized scaffolding embeds scaffolding in a computer‐based environment. Emile implements software‐realized scaffolding to facilitate student learning of physics by facilitating students building computer‐based models and simulations. In this article, I present Emile's features as examples of software‐realized scaffolding, and I present the results of an evaluation of Emile's effectiveness. Students were able to use Emile to create fairly sophisticated programs and gained a qualitative understanding of kinematics in the process. 相似文献
10.
Mansureh Kebritchi 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):256-270
Even though computer games hold considerable potential for engaging and facilitating learning among today's children, the adoption of modern educational computer games is still meeting significant resistance in K‐12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers' adoption of modern educational computer games. A case study was conducted to identify the factors affecting the adoption of Dimenxian, which was a new educational computer game designed to teach Algebra to middle school students. The diffusion of innovations theory was used as the conceptual framework of this study. The results indicated that compatibility, relative advantage, complexity and trialability played important roles in the game adoption. These findings were compared with the existing literature on (1) the adoption of educational software, and (2) the barriers in the use of educational computer games in K‐12 settings to help guide future research and practice. The comparison showed that (1) adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and (2) the game adoption factors were more inclusive than the barriers of using the computer games. 相似文献
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High-School Students' Attitudes Regarding Procedural Abstraction 总被引：1，自引：0，他引：1
Bruria Haberman 《Education and Information Technologies》2004,9(2):131-145
During the last decade a new computer science curriculum has been taught in Israeli high schools. This curriculum introduces CS concepts and problem-solving methods independently of specific computers and programming languages, along with the practical implementation of those concepts and methods encountered in actual programming languages. The advanced study unit of the curriculum, Software Design, introduces the students to various aspects of software systems design through the use of abstract data types (ADTs). One main goal of the unit is to develop abstract thinking skills and problem-solving abilities. More specifically, the unit presents principles such as procedural abstraction, data abstraction, information hiding, modularity, efficiency, and reuse of code.We present the results of a preliminary study whose aim was to assess students' attitudes regarding procedural abstraction. The research population consisted of high-school students who attended the Software Design course (beginners), and a control group of undergraduate CS students (advanced). The results of the study clearly indicated a significant difference between the attitudes of the two groups. We found that the advanced students preferred algorithms that were formulated to some extent with high-level abstraction; however, they encountered a cognitive barrier when dealing with algorithms that they had evaluated as too abstract for them. However, beginners felt more comfortable with algorithms with low-level abstraction. Nevertheless they showed open-mindedness toward some degree of procedural abstraction. The results of the study were used to design scaffolding problem-solving tools for algorithm development, utilizing procedural abstraction techniques that can be adapted to various student populations (Haberman, B. (2002) SIGCSE Bulletin, 34(4), 60–64). 相似文献
13.
ABSTRACTPrevious research shows that many students find it difficult to learn computer programming. To learn computer programming includes both gaining theoretical understanding and learning to develop programmes in practice. To this end, teachers commonly design programming exercises for the students in the computer laboratory. To be able to improve the process of designing such exercises, there is a need of a more detailed understanding of the interaction between learning of theory and learning of practice in laboratory sessions. In this paper, an approach for investigating this interaction is proposed. Theoretically, the approach is based on phenomenography and variation theory. To illustrate the approach, it is demonstrated in detail how it was applied to a small but rich case of empirical data from a computer laboratory session. The main result presented here is the new approach for analysing data. In addition, the results of the case study shed preliminary light on the interaction between learning of practice and learning of theory when students work with programming assignments in the laboratory. 相似文献
14.
Alex Repenning 《Interactive Learning Environments》2013,21(1):045-074
Abstract The design of an effective interactive learning environment requires understanding the intricate relationships among people, tools, and problems. Many end‐users do not have the necessary skills, nor the time or patience, to compose programs from computer science‐sanctioned programming primitives. End‐users require environments that elevate the task of programming to the manipulation of components that are directly pertinent to the problems to be solved. This article introduces the Agentsheets programming substrate employed by designers to create interactive learning environments that are geared toward end‐users solving specific problems. A number of educational and industrial applications are used to illustrate the design and use of Agentsheets environments in domains such as art, artificial life, environmental design, games, kitchen design, and visual programming. 相似文献
15.
Computer-based learning tools include design features to enhance learning but learners may not always perceive the existence of these features and use them in desirable ways. There might be a gap between what the tool features are designed to offer (intended affordance) and what they are actually used (actual affordance). This study thus aims at investigating how the design features of a computer-based tool supported high school students' modeling practices in atmospheric sciences. Twenty-three 10th graders participated in 16 hours of learning activities by using the tool. We conducted a detailed analysis of students' computer activities, their use of the design features, and their building, testing, analyzing, and evaluating practices. The analysis showed that while some design features such as Variable List and Testing Variables were perceived by students and successfully afforded their enactment of building and analyzing practices, other features including Screen Shot and Edit were rarely used or not utilized in the desirable ways. Based on the findings, this study suggests that the realization of intended affordances may involve factors of learners' characteristics, the nature of learning activities, and the complexity of tasks, and constructs an affordance analysis scheme to inform the design of computer-based learning tools. 相似文献
16.
Clarrice Rapisarda Marty Jencius Jason McGlothlin 《International journal for the advancement of counseling》2011,33(4):361-375
This study examined the experiences of master’s students in regard to their participation in a multicultural role-play and
review process (Jencius et al.
2004). Whereas the literature has supported the use of role-plays as a multicultural training technique (Alvarez and Miville 2003; Vazquez and Garcia-Vazquez 2003), there is a distinct lack of information on the actual role-play experience itself. The data analyzed from participants’
reported experiences about their student counselor and student client roles in this study offers valuable feedback to those
who teach multicultural counseling. Participants reported qualitatively different experiences based on which particular role
they held. 相似文献
17.
Educational games are increasingly used in informal and formal educational settings for promoting active learning and gaining students’ interest in cognitively demanding subjects, such as programming. However, empirical studies that investigate the true impact of educational games on teaching and learning programming, especially to small aged students, are limited. This article presents the results of a pilot study that utilized the educational game Run Marco for teaching basic programming concepts to primary school students. Students’ performance was studied through specially designed worksheets, while their acceptance of the intervention was evaluated through a questionnaire that was based on the principles of the Technology Acceptance Model (TAM). The results of the pilot study showed that the educational game supported students in comprehending basic programming concepts, while the results regarding the acceptance of its usage in the learning process were quite positive. However, the game did not succeed in raising students’ interest as expected and further research is necessary in order to study the reasons for this fact and make informed choices on designing and utilizing such games. 相似文献
18.
Yavuz Samur 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):E101-E101
This excellent book provides strong, solid, and significant information and background for the educational practitioners who intend to use computer games in their instruction and educational researchers who want to develop a research agenda with computer games. If you are planning to use computer games for learning, instruction, or educational research, I advise you to use your own copy of this book as a valuable resource. Yavuz Samur 相似文献
19.
Yong Zhao 《Journal of Educational Change》2011,12(2):267-279
This essay builds on the concept of students as partners in change proposed in The Fourth Way: The Inspiring Future for Educational Change by Andy Hargreaves and Dennis Shirley (2009) and points out why the current movement toward curriculum standardization and homogenization is counterproductive in preparing
students to become competent citizens for the globalized world. Instead, the author suggests that education systems and schools
should focus on students as the driving force of educational change. To do so, we need to view students as global entrepreneurs
in the sense that they need to become owners of their own learning and develop a globally-oriented entrepreneurial spirit. 相似文献
20.
Mine Isiksal Petek Askar 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):333-350
Background Since the early 1980s, there has been a growing interest in the potentiality of computers as facilitators of students' learning. The importance of using technology effectively as a learning tool has been emphasized by many researchers. However, finding good software that encourages pupils to explore and express mathematical ideas is becoming a crucial issue. Purpose This paper investigates the effect of spreadsheet and dynamic geometry software on the mathematics achievement and mathematics self-efficacy of 7th-grade students. The study further examines the gender differences with respect to computer self-efficacy, mathematics self-efficacy and mathematics achievement. The relationship among these three constructs is also investigated. Sample The study consisted of 64 7th-grade students from three different classes including all the 7th- graders in a school, which is located in an upper-middle-class area in Ankara, Turkey. Study participants were aged from 12 to 13. In total, the number of female and male students was equal. In this study, purposive sampling was used since the school where the study took place was well equipped in terms of computer laboratories and technological devices. Design and methods The evaluation used an experimental design where two software programs, Excel and Autograph, were used in experimental groups separately, and a control group took traditional-based instruction without using any technological tools such as a computer or calculator. The study was carried out during the spring semester of the 2001/02 academic year, where three instructional methods of study: Autograph-based instruction, spreadsheet-based instruction and traditionally based instruction, were randomly assigned to the three classes. The Mathematics achievement test was used to assess the students' performance on mathematics. In order to determine the self-efficacy expectation of the students with respect to mathematics and computers, a Mathematics self-efficacy scale and Computer self-efficacy scale were developed respectively. Analysis of covariance, bivariate correlations and t-test were used to analyse outcome data. Results Results revealed that the Autograph group and Traditional group had significantly greater mean scores than the Excel group with respect to mathematics achievement. The Autograph group had significantly greater mean scores than the Traditional group, while no significant mean difference was found between the Autograph and Excel groups and between the Excel and Traditional groups with respect to mathematics self-efficacy. No significant mean difference was found between boys and girls with respect to mathematics achievement and mathematics self-efficacy. On the other hand, boys had significantly greater mean scores than girls with respect to computer self-efficacy. In addition, significant correlations were found among efficacy scores and achievement. Conclusions The evidence suggests that students showed great enthusiasm for Autograph. Students in the Autograph group had the highest scores compared to other groups regarding mathematics achievement and mathematics self-efficacy. In addition, boys reported significantly higher scores with respect to computer self-efficacy where, during the Autograph-based instruction and spreadsheet-based instruction, boys were more willing to solve activities using computers compared to girls. On the other hand, treatments seemed not to have any effect on gender regarding mathematics self-efficacy and mathematics achievement. 相似文献