東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Effects of instructional elements in...

Martin, Florence.

FindBook

Google Book

Amazon

博客來

Effects of instructional elements in computer-based instruction.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of instructional elements in computer-based instruction./
作者:	Martin, Florence.
面頁冊數:	102 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3930.
Contained By:	Dissertation Abstracts International66-11A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3194938
ISBN:	9780542399442

Effects of instructional elements in computer-based instruction.
Martin, Florence.

Effects of instructional elements in computer-based instruction. - 102 p.

Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3930.

Thesis (Ph.D.)--Arizona State University, 2005.

This study examined the effects of instructional elements (information, objectives, practice with feedback and review) on achievement, attitude and time in a computer-based, multimedia program. Undergraduate college students used the multimedia lesson to learn about artists and their painting styles. All participants received the same information and examples from the multimedia lesson; the programs varied based on the presence or absence of practice and objectives/review.

ISBN: 9780542399442Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Effects of instructional elements in computer-based instruction.
LDR:03314nmm 2200313 4500 001 1821950
005 20061115130109.5
008 130610s2005 eng d
020 $a 9780542399442
035 $a (UnM)AAI3194938
035 $a AAI3194938
040 $a UnM $c UnM
100 1 $a Martin, Florence. $3 1911111
245 1 0 $a Effects of instructional elements in computer-based instruction.
300 $a 102 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3930.
500 $a Adviser: James D. Klein.
502 $a Thesis (Ph.D.)--Arizona State University, 2005.
520 $a This study examined the effects of instructional elements (information, objectives, practice with feedback and review) on achievement, attitude and time in a computer-based, multimedia program. Undergraduate college students used the multimedia lesson to learn about artists and their painting styles. All participants received the same information and examples from the multimedia lesson; the programs varied based on the presence or absence of practice and objectives/review.
520 $a The elements of instruction investigated in the study were combined into four different versions of the computer program which consisted of (1) a full version that included information, objectives, practice with feedback, and review, (2) a version that included information and practice with feedback, (3) a version with information, objectives and review, and (4) a lean version containing information only.
520 $a Results indicated that practice had a significant effect on achievement while objectives and review did not. Participants who used the program with practice performed significantly better than those who did not receive practice. Student responses to the attitude survey showed that they were sensitive to the presence or absence of the instructional elements investigated in this study. Participants who used the lean program (information only) had the lowest overall attitudes. When the individual items on the attitude survey were analyzed, participants who received practice had significantly higher agreement with the item - "The program gave me enough opportunity to practice what I was learning." Results of paired comparison questions on the attitude survey revealed that participants perceived information, practice and review to be more helpful than objectives. Turning to time, participants who received the full program spent the most amount of time working though the multimedia lesson and those who received the lean program spent the least amount of time.
520 $a This study has implications for the design and development of computer-based, multimedia instruction. Practice was the one consistently effective instructional element for enhancing student achievement and attitude in the study. The findings imply that practice with feedback should be included in computer-based, multimedia instruction especially when students are tested using items aligned with the objectives and practice items.
590 $a School code: 0010.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Technology. $3 1017498
690 $a 0525
690 $a 0710
710 2 0 $a Arizona State University. $3 1017445
773 0 $t Dissertation Abstracts International $g 66-11A.
790 1 0 $a Klein, James D., $e advisor
790 $a 0010
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3194938