The contributions of cognitive science and educational technology to the advancement of instructional design theory

Schott, Franz

doi:10.1007/bf02297049

Cited by 4 publications

(3 citation statements)

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“…Previous research on cognitive theory suggests that it is appropriate to consider cognitive processes for designing course software [37][38][39]. For example, computer-mediated interactive multimedia may engage students through several cognitive and motivational processes, such as immersion, reflection, play and flow, collaboration, leaner control, curiosity, fantasy, and challenge [40].…”

Section: Learning Processesmentioning

confidence: 99%

“…Among the processes considered to mediate computer-assisted learning are cognitive style [17,29], communication [9], motivation [30,31], self-efficacy [32], visual learning [3,33], test anxiety [34], and academic achievement [35,36]. Previous research on cognitive theory suggests that it is appropriate to consider cognitive processes for designing course software [37][38][39]. For example, computer-mediated interactive multimedia may engage students through several cognitive and motivational processes, such as immersion, reflection, play and flow, collaboration, leaner control, curiosity, fantasy, and challenge [40].…”

Section: Learning Processesmentioning

confidence: 99%

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Evaluating the Instructional Efficacy of Computer-Mediated Interactive Multimedia: Comparing Three Elementary Statistics Tutorial Modules

González

Birch

2000

Journal of Educational Computing Research

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This study evaluated three tutorial modules, equivalent in content but different in mode of presentation, for introducing elementary statistics concepts. In a single session, fifty-seven college students participated in one of four randomly assigned conditions: paper-and-pencil, basic computerized, computerized multimedia, or control group. Participants completed a demographic questionnaire, a survey of attitudes toward math and computers, the Personal Need for Structure (PNS) scale, a basic math proficiency test, an evaluation of assigned module, and a post test statistical comprehension test. The results suggested that participant evaluations of the modules were comparably positive. Although participants in the modules performed significantly better on the statistical comprehension posttest than those in the control group, there were no significant differences between the modules. The basic computerized module took significantly less time to complete than the other modules. Computer-mediated instructional applications are readily employed as teaching tools for a range of academic subjects including animal behavior [1], business administration, computer science [3], literature [4], psychology [5, 6], social science [7], and social work [8]. Among the ancillary benefits of instructional software are to present topics comprehensively, provide practice sessions outside the classroom, and remediate academic skills [9]. Computer-assisted interactive 411 Ó 2000, Baywood Publishing Co., Inc.instructional applications also promote "active learning" by providing options to navigate the sequence of the topics, explore and review the material, control the pace of presentation, and request immediate feedback [10]. In addition, computerized interactive applications reinforce higher-order conceptual and critical thinking by engaging students in inquiry and problem solving [4,11,12]. Lastly, computer-mediated instructional applications assist to confidentially track student activity, collect and store responses, and assess performance, thus offering instructors more time to interact with students [13,14].The scientific literature provides abundant empirical evidence to support the effectiveness of computer-based instruction. Meta-analysis found that computerassisted instruction displayed strong effect sizes, ranging from .25 to 1.05 [15,16]. Research also suggested that effect sizes for computer-mediated educational applications were equivalent or better than conventional teaching methods (e.g., classroom instruction) for improving student academic performance [2,16]. Many of the research findings were based on instructional software limited to basic elements of text, graphics, and linear navigation. Recent developments in computer technology, such as computer-mediated multimedia, can provide new opportunities for teaching and learning. COMPUTER-MEDIATED MULTIMEDIAComputer-mediated multimedia applications integrate various media to vividly present the material [17]. Audio effects include recordings to present instructions and ...

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Section: Learning Processesmentioning

confidence: 99%

Section: Learning Processesmentioning

confidence: 99%

Evaluating the Instructional Efficacy of Computer-Mediated Interactive Multimedia: Comparing Three Elementary Statistics Tutorial Modules

González

Birch

2000

Journal of Educational Computing Research

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“…To fully exploit the capabilities of more powerful instructional technologies, designers must also reexamine the assumptions and expand the strategies we employ in instructional design (cf. Cognition and Technology Group at Vanderbilt, 1992;Jonassen, 1991;Osman and Hannafin, 1992;Rieber, 1992;Schott, 1992;Spector,MuraidaandMarlino, 1992;Tennyson, Elmore and Snyder, 1992).…”

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Editor¹

1993

CJLT / RCAT

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This paper describes a classification scheme for multimedia interaction based on the degree of control and type of cognitive engagement experienced by learners in prescriptive, democratic and cybernetic Independent learning environments. Reactive, proactive and mutual levels of interaction, and their associated functions and transactions are discussed. The paper also explores principles for designing interactive multimedia instruction which emerge from this classification and from current research on learner control and practice.

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Design Methodology

Moonen¹

2002

Handbook on Information Technologies for Education and Training

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The contributions of cognitive science and educational technology to the advancement of instructional design theory

Cited by 4 publications

References 2 publications

Evaluating the Instructional Efficacy of Computer-Mediated Interactive Multimedia: Comparing Three Elementary Statistics Tutorial Modules

Evaluating the Instructional Efficacy of Computer-Mediated Interactive Multimedia: Comparing Three Elementary Statistics Tutorial Modules

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