A study of engaging high-school students as multimedia designers in a cognitive apprenticeship-style learning environment |
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| Affiliation: | 1. UMR E-4320 TIRO-MATOs CEA/DRF/BIAM, Université Nice Sophia-Antipolis, Faculté de Médecine Nice, 28 avenue de Valombrose, 06107, Nice, France;2. Institut de Pharmacologie Moléculaire et Cellulaire, UMR7275, CNRS, Université Nice Sophia-Antipolis, 660 route des Lucioles, 06560, Valbonne, France;3. Service de Rhumatologie, CHU de Nice, Nice, France;1. Department of Psychology, University of Houston, Houston, TX, USA;2. Department of Behavioral Science, The University of Texas MD Anderson Cancer Center, Houston, TX, USA;3. HEALTH Institute, University of Houston, Houston, TX, USA;4. College of Social Work, University of Houston, Houston, TX, USA;5. Department of Psychology, Syracuse University, Syracuse, NY, USA |
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| Abstract: | Educational theory and research have indicated vast potentials of engaging learners as designers. Yet we have much to learn about how to design such a learning environment effectively. This paper reports on a year-long study of investigating how a cognitive apprenticeship-based learner-as-multimedia-designer environment could enhance high-school students' motivation and learning of design knowledge. The study showed that, after participating in such an environment, students became intrinsically more motivated and had more self-confidence. They acquired better understanding of several important design skills. The results indicated that working with a client and designing for a real audience helped to bring about bigger changes in the students' motivation and design knowledge. The study also highlighted the challenges and factors important for designing such a learning environment. |
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