Exploring the Effect of Worked Example Problem-based Learning on Learners' Web-technology Design Performance

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Proceeding > Item 987654321/96870

Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/96870

Title:	Exploring the Effect of Worked Example Problem-based Learning on Learners' Web-technology Design Performance
Authors:	WU, Chun-Ping;YONG, Hao Jie
Contributors:	淡江大學教育科技學系
Keywords:	Web-technology design performance;worked-out examples;problem-based learning
Date:	2013-11
Issue Date:	2014-03-14 00:00:48 (UTC+8)
Publisher:	Indonesia: Asia-Pacific Society for Computers in Education
Abstract:	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.
Relation:	Workshop Proceedings of the 21st International Conference on Computers in Education, pp.155-160
Appears in Collections:	[Graduate Institute & Department of Educational Technology ] Proceeding

Files in This Item:

File	Description	Size	Format
ICCE2013_wuyong.pdf	研討會論文	101Kb	Adobe PDF	355	View/Open

Loading...