Dynamic Media in Computer Science Education; Content Complexity and Learning Performance: Is Less More?
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| Title: | Dynamic Media in Computer Science Education; Content Complexity and Learning Performance: Is Less More? |
|---|---|
| Authors: | Holzinger, Andreas1 a.holzinger@computer.org, Kickmeier-Rust, Michael2 michael.kickmeier@uni-graz.at, Albert, Dietrich2 dietrich.albert@uni-graz.at |
| Source: | Educational Technology & Society. Jan2008, Vol. 11 Issue 1, p279-290. 12p. |
| Subject Terms: | *Multimedia systems in education, *Effective teaching, *Learning strategies, *Teaching aids, *Computer science education, *Active learning |
| Abstract: | With the increasing use of dynamic media in multimedia learning material, it is important to consider not only the technological but also the cognitive aspects of its application. A large amount of previous research does not provide preference to either static or dynamic media for educational purposes and a considerable number of studies found positive, negative or even no effects of dynamic media on learning performance. Consequently, it is still necessary to discern which factors contribute to the success or failure of static or dynamic media. The study presented here can be seen as another brick in the wall of understanding students' learning supported by dynamic media. In this study, aspects of cognitive load and the ability to generate mental representations for the purpose of appropriate animation design and development are considered. The learning performance of static versus dynamic media amongst a total of 129 Computer Science students, including a control group, was investigated. The results showed that learning performance using dynamic media was significantly higher than those of the static textbook lesson when the learning material had a certain level of complexity; the more complex the learning material, the larger the benefit of using animations. The results were examined for possible factors that contributed to the success or failure of dynamic media in education. In conclusion, this study has successfully confirmed the theory that dynamic media can support learning when cognitive load and learners' mental representations are taken into account during the design and development of learning material containing dynamic media. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 31309521 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Dynamic Media in Computer Science Education; Content Complexity and Learning Performance: Is Less More? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Holzinger%2C+Andreas%22">Holzinger, Andreas</searchLink><relatesTo>1</relatesTo><i> a.holzinger@computer.org</i><br /><searchLink fieldCode="AR" term="%22Kickmeier-Rust%2C+Michael%22">Kickmeier-Rust, Michael</searchLink><relatesTo>2</relatesTo><i> michael.kickmeier@uni-graz.at</i><br /><searchLink fieldCode="AR" term="%22Albert%2C+Dietrich%22">Albert, Dietrich</searchLink><relatesTo>2</relatesTo><i> dietrich.albert@uni-graz.at</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Jan2008, Vol. 11 Issue 1, p279-290. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Multimedia+systems+in+education%22">Multimedia systems in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+science+education%22">Computer science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: With the increasing use of dynamic media in multimedia learning material, it is important to consider not only the technological but also the cognitive aspects of its application. A large amount of previous research does not provide preference to either static or dynamic media for educational purposes and a considerable number of studies found positive, negative or even no effects of dynamic media on learning performance. Consequently, it is still necessary to discern which factors contribute to the success or failure of static or dynamic media. The study presented here can be seen as another brick in the wall of understanding students' learning supported by dynamic media. In this study, aspects of cognitive load and the ability to generate mental representations for the purpose of appropriate animation design and development are considered. The learning performance of static versus dynamic media amongst a total of 129 Computer Science students, including a control group, was investigated. The results showed that learning performance using dynamic media was significantly higher than those of the static textbook lesson when the learning material had a certain level of complexity; the more complex the learning material, the larger the benefit of using animations. The results were examined for possible factors that contributed to the success or failure of dynamic media in education. In conclusion, this study has successfully confirmed the theory that dynamic media can support learning when cognitive load and learners' mental representations are taken into account during the design and development of learning material containing dynamic media. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=31309521 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 279 Subjects: – SubjectFull: Multimedia systems in education Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Teaching aids Type: general – SubjectFull: Computer science education Type: general – SubjectFull: Active learning Type: general Titles: – TitleFull: Dynamic Media in Computer Science Education; Content Complexity and Learning Performance: Is Less More? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Holzinger, Andreas – PersonEntity: Name: NameFull: Kickmeier-Rust, Michael – PersonEntity: Name: NameFull: Albert, Dietrich IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 11763647 Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Educational Technology & Society Type: main |
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