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

The effects of self-explanation and ...

Lee, Nancy.

FindBook

Google Book

Amazon

博客來

The effects of self-explanation and reading questions and answers on learning computer programming language.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effects of self-explanation and reading questions and answers on learning computer programming language./
作者:	Lee, Nancy.
面頁冊數:	213 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
標題:	Education, Technology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3613893
ISBN:	9781303778247

The effects of self-explanation and reading questions and answers on learning computer programming language.
Lee, Nancy.

The effects of self-explanation and reading questions and answers on learning computer programming language. - 213 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ph.D.)--University of Nevada, Las Vegas, 2013.

The current study explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on students' test performance in the computer programming language JavaScript. Students' perceptions toward the two strategies as to their effectiveness in learning JavaScript was also explored by examining students' preferred strategy and the reasons for their choice. An online interactive tutorial instruction that implemented worked-examples and multimedia learning principles was developed for this study. A total of 147 high school students (ages ranging from 14 to 17) who were taking a Computer Introduction course participated in this study. The course was offered in six periods and all periods were taught by one instructor, the current investigator. The six periods were randomly divided into two groups with three periods in each group. One group (n = 78) started learning the first two of the five lessons in the tutorial with the self-explanation learning strategy while the other group (n = 69) started the first two lessons with the reading questions and answers strategy. Then the two groups learned the next two lessons with the tutorial that swapped the two strategies, so they can experience the other learning strategy. Finally, the two groups went back to their original strategy to learn the 5th and last lesson in the tutorial. Students took an end-of-lesson test after each lesson and completed a questionnaire at the end of the final lesson regarding their perceptions toward the two learning strategies. Students' prerequisite knowledge of XHTML and motivation to learn computer programming language were measured before taking the JavaScript tutorial lessons. The two learning strategies did not have differential effects on students' test performance. However, students largely expressed their preference toward the self-explanation learning strategy over the reading questions and answers strategy. Students considered self-explanation incurring much more work yet more effective with helping them learn JavaScript, supporting the notion that self-explanation generates germane cognitive load that directly contributes to learning. The seeming discrepancy in findings between students' test performance and the reasoning for their choice on the preferred strategy was discussed in the areas of familiar versus new strategy, difficulty of learning materials, and experimental duration.

ISBN: 9781303778247Subjects--Topical Terms:

1018012
Education, Technology of.

The effects of self-explanation and reading questions and answers on learning computer programming language.
LDR:03378nam a2200289 4500 001 1963784
005 20141009081912.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303778247
035 $a (MiAaPQ)AAI3613893
035 $a AAI3613893
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lee, Nancy. $3 2100098
245 1 4 $a The effects of self-explanation and reading questions and answers on learning computer programming language.
300 $a 213 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
500 $a Adviser: Eunsook Hong.
502 $a Thesis (Ph.D.)--University of Nevada, Las Vegas, 2013.
520 $a The current study explored the differential effects of two learning strategies, self-explanation and reading questions and answers, on students' test performance in the computer programming language JavaScript. Students' perceptions toward the two strategies as to their effectiveness in learning JavaScript was also explored by examining students' preferred strategy and the reasons for their choice. An online interactive tutorial instruction that implemented worked-examples and multimedia learning principles was developed for this study. A total of 147 high school students (ages ranging from 14 to 17) who were taking a Computer Introduction course participated in this study. The course was offered in six periods and all periods were taught by one instructor, the current investigator. The six periods were randomly divided into two groups with three periods in each group. One group (n = 78) started learning the first two of the five lessons in the tutorial with the self-explanation learning strategy while the other group (n = 69) started the first two lessons with the reading questions and answers strategy. Then the two groups learned the next two lessons with the tutorial that swapped the two strategies, so they can experience the other learning strategy. Finally, the two groups went back to their original strategy to learn the 5th and last lesson in the tutorial. Students took an end-of-lesson test after each lesson and completed a questionnaire at the end of the final lesson regarding their perceptions toward the two learning strategies. Students' prerequisite knowledge of XHTML and motivation to learn computer programming language were measured before taking the JavaScript tutorial lessons. The two learning strategies did not have differential effects on students' test performance. However, students largely expressed their preference toward the self-explanation learning strategy over the reading questions and answers strategy. Students considered self-explanation incurring much more work yet more effective with helping them learn JavaScript, supporting the notion that self-explanation generates germane cognitive load that directly contributes to learning. The seeming discrepancy in findings between students' test performance and the reasoning for their choice on the preferred strategy was discussed in the areas of familiar versus new strategy, difficulty of learning materials, and experimental duration.
590 $a School code: 0506.
650 4 $a Education, Technology of. $3 1018012
650 4 $a Computer Science. $3 626642
650 4 $a Education, Instructional Design. $3 1669073
690 $a 0710
690 $a 0984
690 $a 0447
710 2 $a University of Nevada, Las Vegas. $b Educational Psychology. $3 2100099
773 0 $t Dissertation Abstracts International $g 75-07A(E).
790 $a 0506
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3613893