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1.
本研究应用设计研究方法进行人机交互的设计,从而检验和精化设计及其交互原则.对所设计的人工制品及交互原则持续的修订过程包括,在实践中应用第一版的系统,观察系统的运行方式,以及基于运行结果持续修订设计和交互原则.本研究主要介绍了我们多年来开发在线学习情境感知活动通知系统的方法、经验和教训.  相似文献   

2.
The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students’ understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants’ understanding of the epistemic knowledge of science; and (3) students’ interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science.  相似文献   

3.
Learning paths have the potential to play an important role in the way educators serve their learners. Empirical research about learning paths is scarce, particularly in a secondary education setting. The present quasi-experimental study took place in the context of a biology course involving 360 secondary school students. A 2?×?2 factorial research design was adopted. Learners were engaged in learning activities in a learning path. These learning activities (1) differed in design and (2) were either undertaken individually or collaboratively. Gender was considered as a critical co-variable, given the focus on science learning. All learning paths were developed on the basis of visual representations, but in the experimental design conditions, learners worked with learning paths designed according to Mayer's multimedia guidelines (2003). Multilevel analyses were applied to study the impact on learning outcomes according to the design of learning paths, the individual/collaborative setting, and the co-variable gender. The study provides empirical evidence that both the design and the group setting (collaborative versus individual) have an impact on learning outcomes. Although there was no main effect, several significant interaction effects with gender were found. The results are helpful to direct research about the design and implementation of learning paths in a secondary school setting and underpin the relevance of representation modes in science learning.  相似文献   

4.
Current cognitive multimedia design theories provide several guidelines on how to integrate verbal and pictorial information. However, the recommendations for the design of auditory texts (narrations) are still fragmentary, especially with regard to the characteristics of the voices used. In the current paper, a fundamental question is addressed, namely, whether to use a male or a female speaker. In two experiments, learners studied dynamic visualizations on probability theory that were accompanied by narrations. The learner’s gender and the speaker’s gender served as between-subjects variables. In the first study, learners were randomly assigned to speakers of different gender. In the second study, learners could choose among different speakers. The results show that learners achieved better learning outcomes when the narration was presented by a female speaker rather than a male speaker irrespective of the learner’s gender (speaker/gender effect). Being given the choice, learners preferred female speakers, but this individual preference had no impact on learning outcomes. The results suggest augmenting purely cognitive approaches to multimedia design by social-motivational assumptions.  相似文献   

5.
In this study, an e-learning environment was designed for teacher candidates. Teacher candidates developed multimedia-based projects by means of multimedia tools. This research aims to determine the effects of online and blended learning approaches on the success level of multimedia projects and the teacher candidates' attitudes, opinions and perceptions on e-learning. This study used a combination of qualitative and quantitative methods. There were two different groups in the study: online and blended groups. The online and the blended groups consisted of 30 and 32 teacher candidates, respectively. Teacher candidates in the blended group developed multimedia-based projects and shared information communicating in a WiziQ and Facebook environment with their peers and instructors when they were not at school. On the other hand, the teacher candidates in the online group communicated with their instructors and peers only in a WiziQ and Facebook environment. The results showed that the blended learning approach was more effective than the online learning approach. The usability of online learning and blended learning in higher education is addressed in recommendations for future research and practice.  相似文献   

6.
The spread of online courses and programs in community colleges across the nation has contributed to a redefinition of open-access education. Accordingly, the growth in online courses has drawn attention to the value of different instructional modalities, particularly with regard to their effectiveness in learning, retention, and success. As a result, this study sought to determine whether or not there were differences in students’ academic success and course retention for community college men by racial/ethnic affiliation. This study used institutional data on men enrolled in California’s community college system to provide greater insight into the effect of online learning on student success. Findings illustrated that Asian, Black, Latino, and White men were more likely to have higher success outcomes when engaged in face-to-face modalities. There were no clear patterns in which online modality was better than others with regards to success, except for Black men. For these men, asynchronous with multimedia was identified as the second most effective online modality pertaining to success. This research has demonstrated the manifold benefits of face-to-face instruction. As such, face-to-face courses seemed to be the best type of modality for community college men. For that reason, careful consideration must be taken when promoting online learning to Asian, Black, Latino, and White men in community colleges. Though, further research is needed to better understand variation in the presentation of online learning materials and the structure of interactions within online classrooms.  相似文献   

7.
Institutions are developing online courses that contain rich multimedia, but research shows there is little difference in student achievement when these types of materials are included. However, many studies report the results of the presence, not the access, of multimedia learning objects. In addition, they do not categorize the multimedia as supplemental or required. To better understand the relationship between multimedia inclusion and student success, this study investigates student access of three categories of supplemental multimedia in an online course and uses access data as a filter for comparing student final grades. A summary of statistically significant differences in mean final grades at four levels of supplemental multimedia access is included.  相似文献   

8.
By focusing on the personalization principle, the present study investigates whether two different language presentation formats of a multimedia presentation influence students’ learning outcome and how individual interest towards the learning material moderates this impact. German students (N?=?104) were randomly assigned to either a conversational or a formal language format of the multimedia presentation that taught Gestalt Laws. The results of this study showed that there were more positive effects on the learning performance in the conversational presentation format than the formal language format. This was, therefore, an indication of the effects of personalization. Furthermore, individual interest is a significant predictor for learning in this study. By testing different percentiles of individual interest, the findings showed that students with intermediate interest were affected by the format of language style. In contrast, learning results of students with the very lowest and very highest individual interest were not affected by different language styles. These results underline the necessity to take into account individual motivational prerequisites when designing multimedia learning environments.  相似文献   

9.
This study verified the efficacy of the intentional repetition technique in improving interaction in asynchronous online discussions by taking into account the learning styles of the participants. A conceptual framework served for the development of the technique, which conceptualises efficient and cohesive interaction on a continuum of process that move from social presence to production of an artefact. Sixty-one university students participated in the study. A quasi-experimental research design was used. The subjects, who were assigned randomly into two groups, were tested using Kolb's learning style inventory. The results showed that the experimental group exposed to the intentional repetition technique produced significantly better interaction than the control group, regardless of their learning styles, which had no significant effect on the interaction. Moreover, there was no interaction effect between the learning styles and the treatment. The implications arising from these results identify various suggestions for increasing the coherence and depth of the interaction amongst students in asynchronous online discussions.  相似文献   

10.
This article presents an overview perspective on the potential benefits of applying multimedia technology to redesign and invigorate the career-long performance assessment and professional learning of school leaders. Funded design and development efforts of one multimedia project—the Administrator Case Simulation (ACS) Multimedia Library—focusing on the professional assessment and development of school principals involved in collaborative school leadership are highlighted. Project research teams at the ACS Multimedia Lab have focused in the past seven years on using available multimedia technologies to develop school leadership assessment and organizational learning case simulation resources for school principals and other school leaders. This article provides an overview of the multimedia case simulation concept, describes collaborative R&D project efforts involving regional and state school leaders, highlights multimedia case design features, and discusses implications of technology-integrated case designs for informing personnel assessment and evaluation programs and for enhancing the reflective thinking, decision making, and professional learning of school leaders. Finally, recommendations are offered for engaging in further research and development efforts using the integrated systems professional learning approach presented, and for creatively expanding technology-integrated case simulation designs to develop similar professional assessment and learning resources for all school leaders.  相似文献   

11.
Educational Benefits of Multimedia Skills Training   总被引：1，自引：0，他引：1  
The use of multimedia technologies in education has enabled teachers to simulate final outcomes and assist students in applying knowledge learned from textbooks, thereby compensating for the deficiency of traditional teaching methods. It is important to examine how effective these technologies are in practical use. This study developed online learning-teaching resource platforms using Flash multimedia, providing interactive and integrated features in an easy-touse user interface, in order to discuss Computer-Aided Drawing (CAD). The study utilized a teaching experiment with a non-equivalent pretest-posttest control group design to test and discuss students’ professional cognition, operating skill cognition, and level of learning satisfaction during the learning process. No significant differences emerged between the groups in regards to professional cognition or operation skills cognition. However, a significant difference in learning satisfaction was noted, indicating that the coursework with multimedia Flash produced greater satisfaction than with traditional learning methods. Results are explained in detail and recommendations for further research provided.  相似文献   

12.
This quantitative case study used a pre- and posttest design for exploring the gender differences in secondary school students’ (n?=?131, 45 males and 86 females) learning of the force concept when an interactive engagement type of teaching was used. In addition, students’ ability to interpret multiple representations (i.e., representational consistency) was documented by a pre- and posttest and scientific reasoning ability by a pretest only. Males significantly outperformed females in learning of the force concept, pre- and posttest representational consistency, and pretest scientific reasoning. However, the gender difference in learning of the force concept was not significant when ANCOVA was conducted using pretest results of representational consistency and scientific reasoning as covariates. This appeared to indicate that the gender difference in learning gain was related to students’ abilities before the instruction. Thus, the teaching method used was equally effective for both genders. Further, our quantitative finding about the relation between representational consistency and learning of the force concept supports the assumption that multiple representations are important in science learning.  相似文献   

13.
The use of multimedia story applications on touch-interactive mobile devices has become prevalent in early education settings. However, despite the promise of multimedia story applications for early learning outcomes, there has been a dearth of research on the educational benefits of such tools, and whether their effects can be strengthened with the integration of questioning strategies. This study investigated the effects of multimedia story reading and questioning on children’s literacy skills, including vocabulary learning, story comprehension and reading engagement. Using a 2 (multimedia vs. paper) × 2 (question vs. no question) design, a total of 72 participants were randomly assigned to one of four conditions: multimedia story reading, multimedia story reading with questioning, paper story reading, and paper story with questioning. To identify the effects of Media and Questioning on children’s vocabulary learning, story comprehension, and reading engagement, we conducted a series of two-way ANCOVAs, controlling for different covariates as appropriate. The results showed significant interaction of media and questioning on target vocabulary and significant main effect of media for engagement, but the results showed no significant main effects of either media or questioning for comprehension. This study demonstrated research tools to examine children’s learning and engagement with interactive mobile devices, and suggested potential benefits of multimedia story reading and questioning for learning. We discuss implications of these findings for the design and use of multimedia storybooks.  相似文献   

14.
This study was conducted to investigate the effects of variations in the design and delivery of interactive multimedia (IMM) on the learning and attitudes of elementary education majors. A multivariate analysis of variance was conducted with three independent variables—small group or individualized format, inductive or deductive design of instruction, and match of learner style to instruction—and four dependent variables—content scores, observation skill scores, overall satisfaction, and attitude toward learner control of instruction. Scores on the observation skills evaluation were significantly higher when the student's learning style was matched with the design of instruction. Satisfaction and attitude outcomes were significantly different for format: students in the small group were more satisfied, while those using the individual learning station were more strongly agreed that they controlled the pace and sequence of their own instruction. Content scores were not significantly different. In the future, the use of interactive multimedia with various formats and designs may serve to meet the needs of students with differing learning styles and at different developmental levels.  相似文献   

15.
探究在线学习体验影响因素及其构成关系,有助于提高学习者的在线学习效果。本研究在文献调研的基础上,以Blackboard远程教学平台实用英语在线课程为例,采用调查问卷、解释结构模型及结构方程模型等方法,确定了影响学习者在线学习体验的6个关键因素(师生互动、同伴交互协作、课程任务、教师教学能力、在线资源特性、课程活动设计)及各因素间的关系结构模型。建议从提高在线教学能力、突破传统的师生互动模式、优化课程内容设计、减少社会疏离感等方面提升学习者的在线学习体验。  相似文献   

16.
Teaching and learning database design is difficult for both instructors and students. Students need to solve many problems with feedback and corrections. A Web‐based specialized expert system was created to enable students to create designs online and receive immediate feedback. An experiment testing the system shows that it significantly enhances student learning. The system also provides a more neutral learning environment in terms of personal factors such as gender and prior class work.  相似文献   

17.
This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face classes combined with online learning. The main focus of the study was to examine possible relationships between features of online learning designs and student learning outcomes. Data-collection strategies included expert reviews of the learning designs, student surveys of perceptions of the web environment and their own learning outcomes, and a SOLO (structure of observed learning outcomes) analysis of assessment evidence of student learning outcomes. The findings of this correlational study indicate mild relationships between features of learning design and student perceptions of their learning outcomes. Both the provision of learning resources and the engagement of students in online communication relate to aspects of learning (acquisition of knowledge and skills, and enhancement of learning motivation). Also, the relationship was stronger when eLearning strategies were more extensively used. However, no relationship was found between learning design and the student performance in assessment tasks, possibly because of the limited assessment data that was examined.  相似文献   

18.
多媒体学习研究的演进   总被引：3，自引：0，他引：3  
在起源于教育领域之外的多媒体学习责源（像光盘和网络）大规模涌入之前，关于多媒体对学习的影响方面的实验研究已经有几十年的时间。尽管研究的结果并不是决定性的，但是前两代多媒体研究帮助我们确定了影响有效多媒体设计的要素。本文总结了现有研究的结论．评述了每一代多媒体研究的主要理论问题、研究方向以及不足之处。论文还讨论了已经开始受到人们关注的第三代多媒体设计和学习研究新动向，也提出了若干未来发展趋势的建议。  相似文献   

19.
E-Learning学习资源交互设计是E-Learning研究的重要任务之一。当前E-Learning学习资源交互设计研究主要集中在多媒体课件、网络课程和网络学习系统三个方面,体现出对交互设计内涵认识含混、交互设计缺乏科学依据、各项设计工作缺乏系统性等问题。E-Learning学习资源的设计,关键是要解决资源的结构化程度与资源的交互性之间的关系问题。E-Learning学习资源交互设计应当以认知负荷理论、多媒体学习理论等作为交互设计的认知理论依据,以系统观来指导教学交互各层次的交互设计,在交互设计中应当坚持一体化设计、有限交互、通道平衡等基本原则。  相似文献   

20.
Over the last decades, much research on peer learning practices has been conducted. Quantitative, experimental designs focusing on problems of cause and effect dominate. Consequently, effects on achievement are well documented, as is the influence of different conditions on the effect rate. In spite of the general acknowledgment of the importance of peer learning and a large amount of research on collective learning practices, questions regarding the quality of peer interaction, and how peer relations influence learning, are not well elaborated. This paper complements the discussion on effect focusing on the processes of interaction between peers, and relates these to theoretical perspectives on learning as fundamentally social. Inspired by meta-ethnography an integrative analysis across seven qualitative studies was accomplished. The approach enabled an investigation of peer interactions in different educational settings. The analysis elaborates on how instructional designs and students’ relational knowledge mediate interaction in peer learning. The paper further discusses the potential of approaches synthesising qualitative studies as a tool in qualitative research.  相似文献   

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