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Context as Support for Learning Computer Organization

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Bibliographic Details
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: PDF
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
FullText Text:
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  Data: Context as Support for Learning Computer Organization
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  Data: <searchLink fieldCode="SO" term="%22Journal+on+Educational+Resources+in+Computing%22"><i>Journal on Educational Resources in Computing</i></searchLink>. Oct 2008 8(3).
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  Data: 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
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  Data: Journal Articles<br />Reports - Evaluative
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  Data: <searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Courses%22">Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Games%22">Games</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Management%22">Information Management</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink>
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  Data: 10.1145/1404935.1404937
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  Data: 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.
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