Designing Online Software for Teaching the Concept of Variable That Facilitates Mental Interaction with the Material: Systemic Approach

Autor/inn/en	Koehler, Natalya A.; Thompson, Ann D.; Correia, Ana-Paula; Hagedorn, Linda Serra
Titel	Designing Online Software for Teaching the Concept of Variable That Facilitates Mental Interaction with the Material: Systemic Approach
Quelle	In: Educational Technology Research and Development, 63 (2015) 1, S.97-124 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-014-9357-2
Schlagwörter	Computer Software; Electronic Learning; Multimedia Instruction; Systems Approach; Formative Evaluation; Computer Software Evaluation; Case Studies; Undergraduate Students; Pretests Posttests; Student Surveys; Instructional Effectiveness; Feedback (Response) + Suchen Sie Ihr Suchwort? Multimediales Lernen; Systemischer Ansatz; Softwareanalyse; Case study; Fallstudie; Case Study; Schülerbefragung; Unterrichtserfolg
Abstract	Our case study is a response to the need for research and reporting on specific strategies employed by software designers to produce effective multimedia instructional solutions. A systemic approach for identifying appropriate software features and conducting a formative evaluation that evaluates both the overall effectiveness of the multimedia instructional design and the effectiveness of specific features of the software is presented. The instructional software for teaching the concept of variable was designed as a research platform and tested with 90 undergraduate students at a Midwestern university. Behavior tracking and data collection instruments (pre-test, surveys, and delayed post-test) were embedded in the software. As a part of "design-engineering-develop" approach, two potential types of feedback, "single try" versus "two tries," were tested in two experimental conditions. The results of the formative evaluation demonstrated preliminary evidence of the effectiveness of the designed software with either type of feedback for both high and low prior knowledge students. An innovative instructional strategy of helping the learner mindfully process the program feedback is described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01