Context as Support for Learning Computer Organization
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| Title: | Context as Support for Learning Computer Organization |
|---|---|
| Language: | English |
| Authors: | Tew, Allison Elliott, Dorn, Brian, Leahy, William D. |
| Source: | Journal on Educational Resources in Computing. Oct 2008 8(3). |
| Availability: | Association for Computing Machinery. 2 Penn Plaza Suite 701, New York, NY 10121. Tel: 800-342-6626; Tel: 212-626-0500; Fax: 212-944-1318; e-mail: acmhelp@acm.org; Web site: http://www.acm.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Comparative Analysis, Courses, College Students, Games, Teaching Methods, Information Management, Student Motivation, Learner Engagement |
| DOI: | 10.1145/1404935.1404937 |
| ISSN: | 1531-4278 |
| Abstract: | The ubiquity of personal computational devices in the lives of today's students presents a meaningful context for courses in computer organization beyond the general-purpose or imaginary processors routinely used. This article presents results of a comparative study examining student performance in a conventional organization course and in one that has been contextualized using a personal gaming platform as the pedagogical architecture. We find minimal differences in student learning but significant motivation and engagement gains for those in the contextualized course. |
| Abstractor: | As Provided |
| Number of References: | 31 |
| Entry Date: | 2010 |
| Accession Number: | EJ890199 |
| Database: | ERIC |
| Abstract: | The ubiquity of personal computational devices in the lives of today's students presents a meaningful context for courses in computer organization beyond the general-purpose or imaginary processors routinely used. This article presents results of a comparative study examining student performance in a conventional organization course and in one that has been contextualized using a personal gaming platform as the pedagogical architecture. We find minimal differences in student learning but significant motivation and engagement gains for those in the contextualized course. |
|---|---|
| ISSN: | 1531-4278 |
| DOI: | 10.1145/1404935.1404937 |
