An Investigation of Human-Computer Interaction Approaches Beneficial to Weak Learners in Complex Animation Learning

Autor/in	Yeh, Yu-Fang
Titel	An Investigation of Human-Computer Interaction Approaches Beneficial to Weak Learners in Complex Animation Learning
Quelle	In: Contemporary Educational Technology, 7 (2016) 2, S.111-122 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Foreign Countries; Man Machine Systems; Computer Uses in Education; Animation; Educational Technology; Educational Benefits; Outcomes of Education; College Students; Interaction; Data; Introductory Courses; Teaching Methods; Transfer of Training; Learning Processes; Student Surveys; Likert Scales; Learning Disabilities; Measures (Individuals); Statistical Analysis; Comparative Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Mensch-Maschine-System; Computernutzung; Unterrichtsmedien; Bildungsertrag; Lernleistung; Schulerfolg; Collegestudent; Interaktion; Daten; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Learning process; Lernprozess; Schülerbefragung; Likert-Skala; Learning handicap; Lernbehinderung; Messdaten; Statistische Analyse
Abstract	Animation is one of the useful contemporary educational technologies in teaching complex subjects. There is a growing interest in proper use of learner-technology interaction to promote learning quality for different groups of learner needs. The purpose of this study is to investigate if an interaction approach supports weak learners, who have poor domain knowledge and comprehension difficulty of the learning subject, in complex animation learning. Three interaction approaches were designed and evaluated in an educational animation program teaching a complex subject of data structures. Participants were 70 undergraduate students who performed poorly in the experimental course of introductory data structures. They were randomly assigned into one of the three interaction approaches: pure-reason-dialogue, predict-oriented, and reason-predict-combination interactions. Learning effects of these interaction approaches were measured by near-transfer and far-transfer tests as well as learning process surveys including perceived content difficulty, mental effort expenditure, and usefulness of the interaction approach. Findings indicate that the reason-predict-combination interactions approach led to the greatest transfer performance and was rated by students as the most useful interaction approach for understanding the animation content. The findings generally recommend that for weak learners, interactions of reasoning dialogue is effective to develop near-transfer ability at the initial learning phase, whereas when learners' knowledge grows to be capable of near-transfer task, the predict-oriented interactions become more helpful to gain far-transfer knowledge. Implications for design principles for interactive instructional animations and recommendations for future research are discussed. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01