English  |  正體中文  |  简体中文  |  全文笔数/总笔数 : 62793/95819 (66%)
造访人次 : 3638635      在线人数 : 425
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜寻范围 查询小技巧:
  • 您可在西文检索词汇前后加上"双引号",以获取较精准的检索结果
  • 若欲以作者姓名搜寻,建议至进阶搜寻限定作者字段,可获得较完整数据
  • 进阶搜寻


    jsp.display-item.identifier=請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/96870


    题名: Exploring the Effect of Worked Example Problem-based Learning on Learners' Web-technology Design Performance
    作者: WU, Chun-Ping;YONG, Hao Jie
    贡献者: 淡江大學教育科技學系
    关键词: Web-technology design performance;worked-out examples;problem-based learning
    日期: 2013-11
    上传时间: 2014-03-14 00:00:48 (UTC+8)
    出版者: Indonesia: Asia-Pacific Society for Computers in Education
    摘要: The process of creating media products, maximizing the merits of advanced interactive technology is very complex. Media producers are highly demand of their cognitive abilities to integrate multiple domains of knowledge, which may include graphic design, technology skills, and problem-solving skills. The problem-based learning strategy (PBL), starting learning with a real-world problem, has been frequently adopted to develop the competency of learners with a major in technology or media production. Despite the fact that PBL effects have been reasonably argued and empirically tested, its associated learning tasks may overload the learners. This paper, grounded on the cognitive load theory, aimed to investigate the effects of worked examples on learners’ web-technology design skills. The web-technology design problem was chosen as the main problem for participants to explore during the PBL activity. A series of problems and associated worked examples were developed. Furthermore, a web-based learning system was created to engage participants in observing the problems, watching the examples and practicing solving the given problems. A pre-and-post experimental design was adopted to test the effect of worked-examples. 80 university students, with a major in instructional technology programs, were invited to participate in the study and were randomly assigned to one of the intervention conditions. The finding supported the positive effect of the worked example on enhancing learners’ web-technology design performance.
    關聯: Workshop Proceedings of the 21st International Conference on Computers in Education, pp.155-160
    显示于类别:[教育科技學系暨研究所] 會議論文

    文件中的档案:

    档案 描述 大小格式浏览次数
    ICCE2013_wuyong.pdf研討會論文101KbAdobe PDF354检视/开启

    在機構典藏中所有的数据项都受到原著作权保护.

    TAIR相关文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回馈