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? |
|---|---|
| Language: | English |
| Authors: | Holzinger, Andreas, Kickmeier-Rust, Michael, Albert, Dietrich |
| Source: | Educational Technology & Society. 2008 11(1):279-290. |
| Availability: | International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Control Groups, Computer Science Education, Computer Assisted Instruction, Program Effectiveness, Multimedia Materials, Hypermedia, Cognitive Processes, Difficulty Level, Animation, Creative Thinking, Performance Factors, Educational Technology, Foreign Countries |
| Geographic Terms: | Austria |
| ISSN: | 1436-4522 |
| 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. (Contains 3 figures and 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2008 |
| Access URL: | https://www.ifets.info/ |
| Accession Number: | EJ814086 |
| Database: | ERIC |
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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: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Holzinger%2C+Andreas%22">Holzinger, Andreas</searchLink><br /><searchLink fieldCode="AR" term="%22Kickmeier-Rust%2C+Michael%22">Kickmeier-Rust, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Albert%2C+Dietrich%22">Albert, Dietrich</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Technology+%26+Society%22"><i>Educational Technology & Society</i></searchLink>. 2008 11(1):279-290. – Name: Avail Label: Availability Group: Avail Data: International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2008 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Hypermedia%22">Hypermedia</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Animation%22">Animation</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Thinking%22">Creative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1436-4522 – 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. (Contains 3 figures and 1 table.) – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 39 – Name: DateEntry Label: Entry Date Group: Date Data: 2008 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://www.ifets.info/" linkWindow="_blank">http://www.ifets.info/</link> – Name: AN Label: Accession Number Group: ID Data: EJ814086 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 279 Subjects: – SubjectFull: Control Groups Type: general – SubjectFull: Computer Science Education Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Multimedia Materials Type: general – SubjectFull: Hypermedia Type: general – SubjectFull: Cognitive Processes Type: general – SubjectFull: Difficulty Level Type: general – SubjectFull: Animation Type: general – SubjectFull: Creative Thinking Type: general – SubjectFull: Performance Factors Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Austria 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 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 1436-4522 Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Educational Technology & Society Type: main |
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