A Cognitive Model of How Interactive Multimedia Authoring Facilitates Conceptual Understanding of Object-Oriented Programming in Novices

Autor/inn/en	Yuen, Timothy; Liu, Min
Titel	A Cognitive Model of How Interactive Multimedia Authoring Facilitates Conceptual Understanding of Object-Oriented Programming in Novices
Quelle	In: Journal of Interactive Learning Research, 22 (2011) 3, S.329-356 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Feedback (Response); Programming; Cognitive Processes; Task Analysis; Mixed Methods Research; Interaction; Role Playing; Models; Novices; Multimedia Materials; Computer Science Education; Video Games; Course Descriptions; Educational Technology; Computer Software; Information Technology; Computer Assisted Instruction; Video Technology; Instructional Effectiveness; College Students; Student Attitudes; College Instruction; Interviews; Observation; Texas + Suchen Sie Ihr Suchwort? Programmierung; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Interaktion; Rollenspiel; Analogiemodell; Computer science lessons; Informatikunterricht; Video game; Videospiel; Videospiele; Kursstrukturplan; Unterrichtsmedien; Informationstechnologie; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Collegestudent; Schülerverhalten; Hochschullehre; Interviewing; Interviewtechnik; Beobachtung
Abstract	This paper presents a cognitive model of how interactive multimedia authoring (IMA) affect novices' cognition in object-oriented programming. This model was generated through an empirical study of first year computer science students at the university level being engaged in interactive multimedia authoring of a role-playing game. Clinical interviews were conducted to observe students constructing their own video games. Five cognitive processes and factors were observed. During interactive multimedia authoring, it was found that the students explored for resources that scaffold understanding while changing their levels of awareness of the "bigger picture" and ability for higher-level thinking, and constant refinement of mental models through refinement of their games within the problem space. The findings also suggest that these processes and factors stem from three levels of interaction during the authoring process: receiving information at the Feedback Level, working with the tools at the Interaction Level, and changing cognition at the Cognition Level. These five cognitive processes and factors were mapped onto three levels of interaction to form one model: The Cognitive Model of Interactive Multimedia Authoring (CM-IMA). (Contains 4 tables, 3 figures and 1 endnote.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10