Effects of type of multimedia strategy on learning of Chinese characters for non-native novices

The purpose of this study was to examine the effects of multimedia strategies for instructional techniques and practice on non-native novices' Chinese character learning performance and cognitive load. Two types of multimedia instructional presentations – radical-highlighted and stroke-pronunciation – and two types of practice – visual cue and voice cue – were implemented. Participants were 81 non-native novices randomly assigned to one of the four experimental groups, namely radical-highlighted visual-cue, radical-highlighted voice-cue, stroke-pronunciation visual-cue and stroke-pronunciation voice-cue. An Internet-based e-learning course on the basis of Chinese characters was implemented and delivered as experimental instruction using a Moodle platform. The results show that, for non-native novices, the stroke-pronunciation (SP) strategy of showing strokes with pronunciations is better than the radical-highlighted (RH) strategy, enabling the novices to achieve better performance in identifying Chinese radicals. The significant two-way interactions suggest that (1) the SP presentation should be delivered with the voice-cue (VoC) practice to elicit better performance in writing and in identifying characters and strokes, and (2) the RH presentation should be delivered with visual-cue (ViC) practice to elicit better performance in character writing. Furthermore, participants showed similar levels of perceived cognitive load toward the stroke-based task and the radical-based task. However, when the SP presentation was delivered with the VoC practice, participants revealed lower perceived cognitive load toward the writing task.     

Integrating computer- and teacher-based scaffolds in science inquiry

Because scaffolding is a crucial form of support for students engaging in complex learning environments, it is important that researchers determine which of the numerous kinds of scaffolding will allow them to educate students most effectively. The existing literature tends to focus on computer-based scaffolding by itself rather than integrating it with teacher support. This study examined students' inquiry learning skills and content knowledge when they utilized a virtual learning environment called Supervolcano: Kikai Caldera. The present study specifically explored how the timing of teacher-based metacognitive scaffolding in combination with different types of computer-based procedural scaffolding affected students’ science inquiry learning. To answer this question, a 2 × 2 factorial design was conducted. One factor examined continuous and faded computer-based procedural scaffolds, and the other factor investigated early and late teacher-based metacognitive scaffolds. Students who received both continuous computer-based procedural scaffolding and early teacher-based metacognitive scaffolding performed best in acquiring scientific inquiry skills. Students using both faded computer-based procedural and early teacher-based metacognitive scaffolding had the worst performance in learning scientific inquiry skills. However, although we applied different types of scaffolding, the results showed no statistically significant difference among the groups' science learning knowledge.     

Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation

The aim of this study was to assess the learning effectiveness and motivational appeal of a computer game for learning computer memory concepts, which was designed according to the curricular objectives and the subject matter of the Greek high school Computer Science (CS) curriculum, as compared to a similar application, encompassing identical learning objectives and content but lacking the gaming aspect. The study also investigated potential gender differences in the game’s learning effectiveness and motivational appeal. The sample was 88 students, who were randomly assigned to two groups, one of which used the gaming application (Group A, N = 47) and the other one the non-gaming one (Group B, N = 41). A Computer Memory Knowledge Test (CMKT) was used as the pretest and posttest. Students were also observed during the interventions. Furthermore, after the interventions, students’ views on the application they had used were elicited through a feedback questionnaire. Data analyses showed that the gaming approach was both more effective in promoting students’ knowledge of computer memory concepts and more motivational than the non-gaming approach. Despite boys’ greater involvement with, liking of and experience in computer gaming, and their greater initial computer memory knowledge, the learning gains that boys and girls achieved through the use of the game did not differ significantly, and the game was found to be equally motivational for boys and girls. The results suggest that within high school CS, educational computer games can be exploited as effective and motivational learning environments, regardless of students’ gender.     

Trainee teachers’ mental effort in learning spreadsheet through self-instructional module based on Cognitive Load Theory

A printed module should consist of media elements, namely text and pictures, which are self-instructional and could cater to the needs of the user. However, the typical platform of such visualization frequently overloads the limited working memory causing split attention and redundancy effects. The purpose of this study is to design and develop a printed self-instructional module based on Cognitive Load Theory in learning. Media elements are presented with minimal cognitive demands with an action- and task-oriented approach. Utilizing a modified Solomon Group design on 113 trainee teachers selected using purposive sampling, the effectiveness of the developed module was compared to the conventional module. Independent sample t-tests conducted to compare the time of completion in performance between the Control Group working on the conventional module and Group 2 working on the developed module show significant statistical differences in pre- and post-activities. Group 2 reported lower cognitive load scores on the rating scale and graphical plots using computational approach showed higher instructional efficiency. Thus, results show that trainees working on the developed printed module were able to perform faster and better with lower mental effort and had higher performance.     

Computer game development as a literacy activity

This study examined computer game development as a pedagogical activity to motivate and engage students in curriculum-related literacy activities. We hypothesized that as a consequence, students would improve their traditional reading and writing skills as well as develop new digital literacy skills. Eighteen classes of grade 4 students were assigned to either an experimental or control group. Both groups studied the same curriculum unit over a 10 week period, however, in addition the experimental group developed computer games related to the unit using a game development shell. An analysis of pre- and post-unit scores on two standardized literacy test batteries revealed that the experimental students performed significantly better on one of the subtests, a measure of logical sentence construction (p = .002). Field notes and teacher interview data indicated that game development helped improve student content retention, ability to compare and contrast information presented, utilize more and different kinds of research materials including digital resources, editing skills, and develop an insight into questioning skills.     

Teaching materials to enhance the visual expression of Web pages for students not in art or design majors

The explosive growth of the Internet has made the knowledge and skills for creating Web pages into general subjects that all students should learn. It is now common to teach the technical side of the production of Web pages and many teaching materials have been developed. However teaching the aesthetic side of Web page design has been neglected, and students not in art or design majors are normally confronted with difficulties when they do expressive design of Web pages.     

A case study of computer gaming for math: Engaged learning from gameplay?

Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming, but there was no significant effect of computer gaming on students’ cognitive test performance or metacognitive awareness development. The in-field observation and students’ think-aloud protocol informed that not every computer math drill game would engage children in committed learning. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.     

Knowledge management in blended learning: Effects on professional development in creativity instruction

The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.     

Effectiveness of a Mobile Plant Learning System in a science curriculum in Taiwanese elementary education

This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is typically used in elementary schools in Taiwan. To extend opportunities for learning beyond the classroom, this study used personal digital assistants (PDAs) equipped with the MPLS, which provided both teachers and students access to plant information while in the field. A quasi-experimental research design was used to investigate the effectiveness of using the MPLS to support student learning. The responses to questionnaires and interviews indicate that students valued the outdoor learning activities made possible by use of the PDA and its functions. Pre- and post-test results demonstrated that students also benefitted academically from the use of the MPLS and the PDA.     

A ubiquitous English vocabulary learning system: Evidence of active/passive attitudes vs. usefulness/ease-of-use

English vocabulary learning and ubiquitous learning have separately received considerable attention in recent years. However, research on English vocabulary learning in ubiquitous learning contexts has been less studied. In this study, we develop a ubiquitous English vocabulary learning (UEVL) system to assist students in experiencing a systematic vocabulary learning process in which ubiquitous technology is used to develop the system, and video clips are used as the material. Afterward, the technology acceptance model and partial least squares approach are used to explore students’ perspectives on the UEVL system. The results indicate that (1) both the system characteristics and the material characteristics of the UEVL system positively and significantly influence the perspectives of all students on the system; (2) the active students are interested in perceived usefulness; (3) the passive students are interested in perceived ease of use.     

‘Pretty Lights’ and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems

University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student–lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student–lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have been using electronic voting systems (EVS) to enliven the classroom and enable large numbers of students to respond to questions in real time during class. In this paper, we present an evaluation case study, based on student perceptions, of the impact of EVS use on student learning and engagement. The results show that majority of students are hugely positive about the usefulness and overall advantageousness of EVS use in classes. Results also show that EVS use does increase the likelihood of students participating and engaging in class, as even students who do not view EVS as being particularly useful stated that they are more likely to participate in classes where EVS are used than otherwise. However, there seems to be no correlation between EVS use and improvement (or otherwise) in student grades.     

Let us read together: Development and evaluation of a computer-assisted reciprocal early English reading system

This study attempts to implement a cooperative reading environment for EFL early reading using a mobile-device-supported computer-assisted reciprocal early English reading (CAREER) system, and to evaluate its effect on the early reading skills and learning behaviors of elementary EFL learners. The design rationale of CAREER is based on the three essential components of effective reading instructions: balanced reading structure, immediate and specific feedback, and reciprocal learning scenario. Analytical results indicate that the CAREER system reduces the problems experienced by students in a conventional cooperative learning environment and effectively helps elementary EFL learners orchestrate their learning while completing individual reading tasks and pursuing group goals. The results also demonstrate that CAREER appears to be able to benefit elementary EFL learners in developing reading skills. In sum, with the support of CAREER, the early reading skills of elementary students are benefited by cooperating with each other.     

Pattern of reflection in learning Authoring System through blogging

This research study aims to identify student's perceptions regarding the use of blogging, the pattern of reflection involved in learning Authoring System through blogging and student's performance in tests based on the reflection's pattern. Sixteen students who registered for the Authoring System subject participated in this study. It was conducted using quantitative approaches, through survey and pre-experimental design of one group post-test type. The instruments used were questionnaire, performance test and blog contents, where tutors and students posted messages and comments on the blog during the course. The results showed that the students' overall perception regarding the educational benefits of writing a blog and reading other students' blogs and comments was positive. Students also moderately agreed that they had difficulties in engaging in the reflection through blogging. It was also found that blogging indirectly improved the students' performance in the test. Through blog content analysis, the dominant type of reflection was monologue. However, the results from the data mining analysis showed that the students used reflective conversation and monologue type of reflection to achieve Grade A in learning Authoring System. It shows that students require deep and critical reflection to perform better in the subject.     

Augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning

Comprehension is the goal of reading. However, students often encounter reading difficulties due to the lack of background knowledge and proper reading strategy. Unfortunately, print text provides very limited assistance to one’s reading comprehension through its static knowledge representations such as symbols, charts, and graphs. Integrating digital materials and reading strategy into paper-based reading activities may bring opportunities for learners to make meaning of the print material. In this study, QR codes were adopted in association with mobile technology to deliver supplementary materials and questions to support students’ reading. QR codes were printed on paper prints to provide direct access to digital materials and scaffolded questions. Smartphones were used to scan the printed QR codes to fetch pre-designed digital resources and scaffolded questions over the Internet. A quasi-experiment was conducted to evaluate the effectiveness of direct access to the digital materials prepared by the instructor using QR codes and that of scaffolded questioning in improving students’ reading comprehension. The results suggested that direct access to digital resources using QR codes does not significantly influence students’ reading comprehension; however, the reading strategy of scaffolded questioning significantly improves students’ understanding about the text. The survey showed that most students agreed that the integrated print-and-digital-material- based learning system benefits English reading comprehension but may not be as efficient as expected. The implications of the findings shed light on future improvement of the system.     

Effects of commercial video games on cognitive elaboration of physical concepts

The authors use physical concepts to investigate cognitive elaboration using a commercial game-based review teaching method versus a lecture-based method. Experiments involved two popular casual games: Cut the Rope (pendulum concept) and Angry Bird Space (circular motion), with concept maps and multiple-choice tests used as assessment tools. Our goal was to analyze concept reinforcement and reorganization via commercial games for a group of junior high school students. A total of 83 students (15–16 years old), were randomly assigned to an experimental group (review using commercial casual games) or a control group (lecture-based review). Our results suggest that (a) the games supported the elaboration potential of learned physical concepts as measured by concept maps, and (b) concept maps are more suitable than multiple-choice tests for estimating the effects of commercial games on cognitive elaboration. Three key design features of commercial games that can support cognitive elaboration of physical concepts are discussed.     

Assessment of the effectiveness of the educational environment supported by computer aided presentations at primary school level

The objective of this study is to assess the effectiveness of the educational environment supported by computer aided presentations at primary school. The effectiveness of the environment has been evaluated in terms of students’ learning and remembering what they have learnt. In the study, we have compared experimental group and control group in terms of learning and recalling what has been learned regarding the effect which computer aided learning environment imposes. Data have been collected through the control grouped pretest–final test model. During the experiment, we have prepared an achievement test, which explains behaviors the students should acquire. According to the findings obtained, a computer aided educational environment has been observed to be more effective than that of conventional education in terms of learning. However, in terms of the permanence of what has been learned, no meaningful difference between the educational environment supported by computer aided presentations and that of conventional education has come out. According to the results of the follow-up tests performed, even though students in the test group have forgotten more of what they have learnt, it has been concluded that students in both groups have forgotten on the same level. Consequently, it has been observed that though the educational environment supported by computer aided presentations has positive contributions to learning activity, it does not have effects on the permanence of what has been learnt.     

Incorporating haptic feedback in simulation for learning physics

The purpose of this study was to investigate the effectiveness of a haptic augmented simulation in learning physics. The results indicate that haptic augmented simulations, both the force and kinesthetic and the purely kinesthetic simulations, were more effective than the equivalent non-haptic simulation in providing perceptual experiences and helping elementary students create multimodal representations of the movements of gears. However, in most cases, force feedback was needed to construct a fully loaded multimodal representation that helps students to comprehend later instruction with less sensory modalities. In addition, the force and kinesthetic simulation was effective in helping to transfer knowledge to new learning situations. These findings suggest that it is important to help elementary students make a solid cognitive grounding with the use of a perceptual anchor.     

Exploring problem solving patterns and their impact on learning achievement in a blended learning environment

Blended learning, thoughtfully combining the best elements of online and face-to-face education, is likely to emerge as the predominant teaching model of the future. In this paper, we present a blended learning environment combining mobile learning, web-based learning, and classroom teaching to provide realistic, practical opportunities for learners and teachers to engage in problem solving activities. The purpose of this study was to explore problem solving patterns and their impact on learning achievement in a blended learning environment. Through quasi-experimental instruction, we collected all of the data of the learning processes from 34 students in a blended learning environment using classroom instruction, mobile and web scenarios. By combining cluster analysis and content analysis, we were able to identify three groups with distinct characteristics: the hybrid-oriented group, the technology-oriented group, and the efficiency-oriented group. Learners in the hybrid-oriented group used the classroom, mobile and web scenario almost equally. They displayed a regular manner in following the instructor’s teaching procedure, and tended to passively accept whatever the teacher said. Students in the technology-oriented group spent most of their time using mobile and web technologies but they revealed superficial problem solving abilities such as a lack of understanding and planning. The efficiency-oriented group was characterized by the efficient monitoring of learning processes. It was more task-oriented and performed better than the other two groups.     

Creative use of podcasting in higher education and its effect on competitive agency

This paper describes an academic experience of podcasting, which involved a group of students of a course on multimedia communication and human–computer interaction. These students acted both as users of the university’s podcasting service, and as creators of podcasted lessons. A comprehensive analysis based on the evaluation of the effects on student performance, on data from student satisfaction surveys, from interviews and from instructors’ observations provided encouraging results: Full-time students co-involved in lessons’ podcasting outperformed colleagues of the previous years and achieved higher levels of what we define as competitive agency, that led them to better understand the theoretical issues of the course and to more effective practical skills.     

The use of ICT to support the development of practical music skills through acquiring keyboard skills: a classroom based study

This paper concerns the use of Information and Communications Technology (ICT) in music classrooms, with the focus on the secondary school music curriculum in the United Kingdom. In particular, it reports on a study of learners in a UK school using software designed to support practical music skills. The paper begins by briefly raising and summarising some key issues for the use of ICT in the UK music curriculum arising from current research and practice in music education. In this context the study is described, which was carried out in a British secondary school with 36 pupils in year 8 (aged ≈13). This study investigated whether a commercial CD-ROM entitled Teach Me Piano Deluxe, which was designed to teach music practical skills was able to support pupils’ acquisition of music keyboard skills.The results showed that there was a significant improvement in reading music (staff) notation and rhythm skills. The study suggests that this is one of the ways in which ICT may be useful for learning practical music skills in the music classrooms. Such potential improvement in practical skills may, in turn, enable pupils to approach music-based activities such as: composing, performing or listening in the classrooms, with greater confidence, a deeper level of understanding, and appreciation.