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The effect of curriculum organization on the acquisition of abstract declarative knowledge in computer-based instructions

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JOURNAL OF computerS IN EDUCATION 2015年第3期2卷 283-299页

作者： Al-Foraih, Saleh Williams, Kent King Abdulaziz Mil Acad Riyadh Saudi Arabia Univ Cent Florida Orlando FL 32816 USA

The United States of America has dropped behind many countries in terms of the Science and Engineering university degrees awarded since the beginning of the nineties. Multiple studies have been conducted to determine the cause of this decline in degrees awarded in order to reverse the trend in US education. The goal of these studies was to determine the proper instructional methods that facilitate the knowledge acquisition process for the student. It has been determined that no one method works for all types of curriculum, for example, methods that have been found to work effectively in curriculum that teaches procedures and physical systems often fail in curriculum that teaches abstract and conceptual content. The purpose of this study is to design an instructional method that facilitates the teaching of abstract knowledge in the Industrial Engineering curriculum, and to demonstrate its effectiveness through empirical research. An experiment including 72 undergraduate students was conducted to determine the best method of acquiring abstract knowledge. All students were presented with the same abstract knowledge but presented in different types of organization. These organization types consisted of a bottom-up moving from specific to general information, a top-down moving from general to more specific information, and Unorganized random presentation of topics. Another factor that was also introduced is graphing, which is a method that is believe to improve the learning process. The experiment was completed in 8 weeks and data were gathered and analyzed. The results strongly suggest that abstract knowledge acquisition, as it relates to Industrial Engineering concepts, is greatly improved when the knowledge is presented in a bottom-up hierarchical fashion. On the other hand, neither graphing nor the top-down or unorganized conditions affect learning in these novice students. The understanding of what facilitate learning is very critical to how best to deliver content

关键词： Abstract knowledge computer-based instruction Hierarchical knowledge organization Graphical knowledge representation

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Using games to teach statics calculation procedures: Application and assessment

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computer APPLICATIONS IN ENGINEERING EDUCATION 2005年第3期13卷 222-232页

作者： Philpot, TA Hall, RH Hubing, N Flori, RE Univ Missouri Dept Basic Engn Rolla MO 65409 USA

computers afford opportunities for creative instructional activities that are not possible in the traditional lecture-and-textbook class format. Two computer-based interactive games for engineering statics are described in this study. These games are designed to foster proficiency and confidence in narrowly defined but essential topics through the use of repetition and carefully constructed levels of difficulty. The game format provides students with a learning structure and an incentive to develop skills at their own pace in a non-judgmental but competitive and often fun environment. Quantitative and qualitative assessments of both games revealed that: (a) students' quantitative ratings and comments were consistently positive;(b) students who used the games scored significantly higher on quizzes over the subject material than those who learned via traditional lecture, and (c) students rated the games as significantly more effective than the textbook as an aid for learning the material. Materials presented in this article are available at http://***/ similar to mecmovie/***. (c) 2005 Wiley Periodicals, Inc.

关键词： computer-based instruction games statics engineering mechanics animation

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VR-OCKS: A virtual reality game for learning the basic concepts of programming

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computer APPLICATIONS IN ENGINEERING EDUCATION 2020年第1期28卷 31-41页

作者： Segura, Rafael J. del Pino, Francisco J. Ogayar, Carlos J. Rueda, Antonio J. Univ Jaen CEATIC Jaen Spain

This paper presents a prototype of a virtual reality (VR) system to teach the basic concepts of programming called VR-OCKS. The system is inspired by other visual languages such as Scratch or Kodu, and it works by proposing to the user the resolution of simple puzzles in a 3D environment. Several basic commands to a humanoid character, such as advance or turn, together with control flow structures like iteration and conditional selections, are needed to provide a solution for increasingly difficult challenges. Our aim is to attract users, usually children and teenagers, into the world of programming by taking advantage of the appeal and potential of VR. The use of VR-OCKS strengthened the spatial orientation and autonomy of the users, in addition to enhancing common sense, creative thinking, and systematic reasoning. In our experiments, VR-OCKS was accepted by adults and children alike and it showed great potential as an educational tool.

关键词： computer-based instruction computing skills interactive learning environments virtual reality

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Learning and Motivational Impact of Game-based Learning: Comparing Face-to-Face and Online Formats on computer Science Education

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IEEE TRANSACTIONS ON EDUCATION 2023年第4期66卷 360-368页

作者： Lopez-Fernandez, Daniel Gordillo, Aldo Perez, Jennifer Tovar, Edmundo Univ Politecn Madrid Comp Sci Dept Madrid 28040 Spain Univ Politecn Madrid Comp Languages & Syst & Software Engn Dept Madrid 28040 Spain

Contribution: This article analyzes the learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-to-face and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group).Background: Serious video games have been proven effective at computer science education, however, it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been *** Questions: Are teacher-authored educational video games effective in terms of learning and motivation for computer science students? Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format?Methodology: A quasi-experiment has been conducted by using three instruments (pre-test, post-test, and questionnaire) with the purpose of comparing the effectiveness of game-based learning in face-to-face and online formats. A total of 321 computer science students played a teacher-authored educational video game aimed to learn about software ***: The results reveal that teacher-authored educational video games are highly effective in terms of knowledge acquisition and motivation both in face-to-face and online formats. The results also show that some students' perceptions were more positive when a face-to-face format was used.

关键词： Video games Games Education computer science education Knowledge acquisition Software Programming profession Active learning computer-based instruction educational technology game-based learning (GBL) online learning serious games teacher-authored games

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Teaching Programming by Revealing Thinking Process: Watching Experts' Live Coding Videos With Reflection Annotations

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IEEE TRANSACTIONS ON EDUCATION 2022年第4期65卷 617-627页

作者： Yu-Tzu Lin Yeh, Martin K-C Sheng-Rong Tan Natl Taiwan Normal Univ Grad Inst Informat & Comp Educ Taipei 10610 Taiwan Natl Taiwan Normal Univ Inst Res Excellence Learning Sci Taipei 10610 Taiwan Penn State Univ Brandywine Informat Sci & Technol Media PA 19063 USA

Contribution: Programming is a complex cognitive activity that involves both conceptual understanding and procedural skills, which is challenging for novices. To develop both program comprehension and implementation competency, this study proposed a live-coding-based instruction. Experts' live coding with think-aloud was recorded. Students then learn algorithmic planning and coding skills by observing experts' thinking and coding processes from the videos. To deploy this pedagogical strategy, a learning platform was developed to present the videos to students who could also annotate their reflection about the videos in the system to deepen their understanding of syntax and concepts of computer programming. Background: Traditional lecture-based programming instruction focuses more on the explanation of syntax and concepts but lacks revealing the dynamic and nonlinear thinking and coding process. Research Questions: This study is to explore the effects of live-coding-based instruction on students' programming knowledge, including declarative program knowledge (program comprehension) and procedural program knowledge (coding skills), and whether the instruction changes their attitude toward programming learning or not. Methodology: An empirical study was conducted with 33 high-school students who were novice programmers in one semester to explore the effectiveness of the live-coding-based instruction and the use of the learning platform. Findings: The experiment results show that watching flowcharting (r=0.369, p <0.05) or coding processes (r=0.409, p <0.05) of experts improves coding skills. This implies that explicit depiction of algorithmic planning and coding processes are essential for building procedural programming knowledge. In addition, reflection on syntactic content of experts' programming plays an important role in programming (r=0.511,p <0.01). The research findings suggest that programming instruction could focus more on developing students' problem-solvin

关键词： Programming profession Encoding Videos Syntactics Problem-solving Education Codes computer science computer-based instruction learning environment live coding observational learning programming instruction reflection video-based learning

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An Intelligent Serious Game for Digital Logic Education to Enhance Student Learning

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IEEE TRANSACTIONS ON EDUCATION 2024年第3期67卷 387-394页

作者： Hare, Ryan Tang, Ying Ferguson, Sarah Rowan Univ Dept Elect & Comp Engn Glassboro NJ 08028 USA Rowan Univ Dept Educ Glassboro NJ 08028 USA

Contribution: A general-purpose model for integrating an intelligent tutoring system within a serious game for use in higher education. Additionally, this article also offers discussions of proper serious game design informed by in-classroom observations and student responses. Background: Personalized learning in higher education has become a key issue when working to improve student performance. By combining an intelligent tutoring system within a serious game, students can be engaged in their learning through gamified lessons while simultaneously receiving personalized and timely scaffolding to support their learning. Furthermore, related systems have not explored a general-purpose model for this type of system that can apply to any game or domain. Intended Outcomes: The combined intelligent tutoring system and serious game is well-received by students as determined by student surveys. Furthermore, students show better engagement in the given material and better performance on pre-post-intervention content tests. Application Design: The proposed system is a modular, general-purpose approach for integrating an intelligent tutoring system into any serious game for education. Using the machine learning paradigm of reinforcement learning, the system can adapt to student responses to improve future scaffolding. Findings: The results of the in-classroom testing are promising. Students who interacted with the intelligent game showed improved performance on content tests and positive responses on surveys regarding system usability and utility. This article also shows that students who used the intelligent game took less time and attempts to complete game sections, owing to the utility of the personalized support.

关键词： Games Education Task analysis Surveys Problem-solving Data collection Usability computer engineering computer-based instruction educational software games higher education

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A Flipped Classroom Approach to Teaching Empirical Software Engineering

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IEEE TRANSACTIONS ON EDUCATION 2020年第3期63卷 155-163页

作者： Gren, Lucas Chalmers Univ Technol Dept Comp Sci & Engn SE-41292 Gothenburg Sweden Univ Gothenburg Dept Comp Sci & Engn SE-41292 Gothenburg Sweden

Contribution: A flipped classroom approach to teaching empirical software engineering increases student learning by providing more time for active learning in class. Background: There is a need for longitudinal studies of the flipped classroom approach in general. Although a few cross-sectional studies show that a flipped classroom approach can increase student learning by providing more time for other in-class activities, such as active learning, such studies are also rare in the context of teaching software engineering. Intended Outcomes: To assess the usefulness of a flipped classroom approach in teaching software engineering. Application Design: The study was conducted at an international master's program in Sweden, given in English, and partially replicated at a university in Africa. Findings: The results suggest that students' academic success, as measured by their exam grades, can be improved by introducing a flipped classroom to teach software engineering topics, but this may not extend to their subjective liking of the material, as measured by student evaluations. Furthermore, the effect of the change in the teaching methodology was not replicated when changing the teaching team.

关键词： Software engineering Engineering education Statistical analysis Software measurement Software Online services Active learning blended learning computer-based instruction flipped classroom master's students multiculturalism software engineering

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The effectiveness of physical and virtual manipulatives on learning and motivation in structural engineering

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JOURNAL OF ENGINEERING EDUCATION 2022年第4期111卷 813-851页

作者： Justo, Enrique Delgado, Antonio Llorente-Cejudo, Carmen Aguilar, Rocio Cabero-Almenara, Julio Univ Seville Escuela Architectura Dept Estructuras Edificac & Ingn Terreno Seville Spain Univ Seville Fac Ciencias Educ Dept Didact & Org Educ Seville Spain Univ Pablo de Olavide Dept Org Empresas & Mkt Seville Spain

Background Recent advances in technology and computer simulation have expanded the use of virtual manipulatives in engineering education. However, especially in disciplines in which tactile concepts (e.g., force) are included, it has been claimed that learning could be compromised by substituting physical materials with computer simulations. Purpose This study examines the comparative effect of physical and virtual materials on students' conceptual understanding and motivation to learn structural concepts with manipulatives. Method The study followed a between-subjects design involving 209 university students and seven instructors. We used a pretest/posttest quasi-experimental design with a purposely developed conceptual test to measure students' understanding of basic structural engineering concepts. Motivation and its components (attention, relevance, confidence, and satisfaction) were assessed with Keller's instructional Materials Motivation Survey. Results Our results revealed that the physical and virtual conditions were equally effective in promoting students' understanding of basic structural engineering concepts in a classroom setting. We also found that the students were more motivated to learn through the use of physical materials than with virtual ones. This difference was especially significant in the attention dimension. Finally, we found that male students showed more confidence than female students when using physical manipulatives but not when using virtual ones. Conclusions The findings from this study associate the benefits of using physical materials with an increase in motivation rather than with superior learning gains. In particular, engineering educators seeking to enhance students' attention should consider adopting physical manipulatives in their classrooms, although they must be aware of the potential sex differences that could be caused by their use.

关键词： computer-based instruction conceptual learning motivation physical manipulatives virtual manipulatives

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An interactive multimedia system on "computer architecture, organization, and design"

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IEEE TRANSACTIONS ON EDUCATION 2001年第1期44卷 41-46页

作者： Barua, S Calif State Univ Fullerton Dept Comp Sci Fullerton CA 92834 USA

The multimedia system described in this paper demonstrates the successful integration of multimedia into education and provides a clear example of how multimedia can be used to deliver computer engineering and computer science concepts to the often-diverse student base, The paper describes an interactive, knowledge-based multimedia system that has been used to teach users about the basic aspects of computer architecture, organization, and design, The system is well suited for self-paced, student directed study, student review, and classroom presentation and discussion, The system allows learners to choose how information will be displayed, changing for example, among text, graphics, animation, and simulation, The hypermedia capabilities built into the system enables it to respond based on the dynamic evaluation of both the contexts of the human-computer collaboration and the knowledge base underlying the visible screen presentation, The system serves as a very useful aid to introduce and demonstrate some of the fundamental ideas of computer architecture and organization.

关键词： computer architecture computer-based instruction interactive tutorial multimedia system

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Comparing Traditional Teaching and Game-based Learning Using Teacher-Authored Games on computer Science Education

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IEEE TRANSACTIONS ON EDUCATION 2021年第4期64卷 367-373页

作者： Lopez-Fernandez, Daniel Gordillo, Aldo Alarcon, Pedro P. Tovar, Edmundo Univ Politecn Madrid Comp Sci Dept Madrid 28040 Spain Univ Politecn Madrid Comp Languages & Syst & Software Engn Dept Madrid 28040 Spain

Contribution: This article provides evidence on the effectiveness of game-based learning (GBL) for computer science education when using educational video games created by teachers using authoring tools. Background: Although teacher-oriented authoring tools for creating educational video games can help overcome the main barriers hampering the use and uptake of GBL, there is a lack of studies examining the effectiveness of educational video games authored by teachers using these authoring tools by means of rigorous scientific methods. Research Questions: Is GBL using teacher-authored games more effective than traditional teaching in terms of motivation for computer science students? Is GBL using teacher-authored games more effective than traditional teaching in terms of knowledge acquisition for computer science students? Methodology: Two randomized control trials with pretest, post-test, and one questionnaire were conducted to compare the effectiveness of traditional teaching and GBL in two computer science courses. The sample of the two experiments was composed by 75 and 49 students, respectively. Half of the students attended a traditional lecture, while the other half learned solely by playing teacher-authored educational video games. Findings: The results show that GBL using teacher-authored games was practically as effective as traditional teaching in terms of knowledge acquisition, but that it was emphatically successful in increasing student motivation. Students who learned by playing educational video games found the experience more motivating and fun than their counterparts, and a vast majority of them preferred the GBL approach over traditional teaching.

关键词： Games Education Authoring systems computer science Tools Databases Standards Active learning computer science computer-based instruction educational technology games

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