Cover Page Information

Working Title of Research:† Designing Multimedia-Supported Cognitive Tools for Learning Programming in Introductory Computer Science Courses

Full Name:† Timothy T. Yuen

School:† The University of Texas at Austin

Department:† Department of Curriculum and Instruction, Instructional Technology Program

Email:† tyuen@mail.utexas.edu

Address:† 1 University Station D4900, Austin, TX 78712

Keywords:† cognitive tools, multimedia learning, computer science education

URL:† http://www.timothyyuen.com

Supervising Professor:† Min Liu, EdD

†

Introduction

After receiving my master’s in computer science, I turned my focus from learning for myself to learning to teach others.† Influenced by my experience as a teaching assistant for undergraduate computing courses and teaching children how to program was born my interest in how to become a better programming instructor.† According to McGettrick et al. we need to find new ways of teaching and engaging students in computing instruction [1].† McGettrick et al. proposed the challenge of coming up with innovative ways to teach computing that can make the computing field more fun and interesting to students.† Instruction should appropriately target both cognitive and affective objectives.† My dissertation studies the use of a learning tool whose design incorporates multimedia and cognitive technologies.† I will examine a multimedia-supported cognitive tool (MCT) that uses multimedia learning to enhance instruction and cognitive technologies to expand and develop cognition, which may prove useful in developing higher-order thinking and problems solving skills required in computer science while motivating and engaging students to learn.

†

Theoretical Background

My design of multimedia-supported cognitive tools is informed by four assumptions:† 1) knowledge is made up of structures that are individually constructed and regulated, 2) multimedia in instruction provides an effective means by which learners can process information, 3) multimedia and computer-based technologies have motivational affordances over traditional oral forms of instruction, and 4) computer-based tools can facilitate learning and cognitive development.† Thus, my theoretical framework is built upon constructivist [2, 3], multimedia [4], and motivational learning theories [5, 6] as well as design principles of cognitive technologies [7, 8].† In terms of computer assisted learning, Jonassen made the distinction between “learning from computers” and “learning with computers” [7].† The latter uses computers as an intellectual partner supporting 1) knowledge construction, 2) exploration, 3) learning by doing, 4) conversing, and 5) learning by reflection.†† Such “learning with computers” places the student in an active learning role by focusing on developing his cognitive processes as well as expanding on his cognitive abilities.† Pea [8] identified such technologies as cognitive tools.† This view is desired in the creation of MCTs.

†

Due to the complex nature of CS concepts, some instructional designers found it helpful to provide students with visualization tools.† Jehng et al. believed such visualizations help students understand the flow of the program and the underlying concepts [9].† Similarly, Boyle et al. believed that visual-based assignments help students see the effects of the code they write and redesigned their course materials to reflect this approach [10].† Ferguson had students use Unified Modeling Language (UML) diagrams to visually explicate and organize their program [11].† To expand on visualization brings us to multimedia.† Much of the design of MCTs are based on Mayer’s cognitive theory on multimedia learning providing a theoretical basis for using multimedia to support learning and cognitive processing [4].† Mayer offers various perspectives on how multimedia can be effectively used to support learning.† Though in other content areas, many studies have looked at specific aspects of multimedia learning environments to see if it makes a difference in learning:† for example, interactive versus non-interactive multimedia [12], learner controlled versus system controlled [13], and visual text versus audio text [14].†

†

Since another goal is to keep students engaged and interested in computing, the theoretical framework is also informed by motivational learning. McKinney & Denton found a significant correlation between affective factors and course grades in a CS1 class [15].† Malone and Lepper provided a framework for designing intrinsically motivating environments that offer users control, challenge, curiosity, and fantasy [6].† Also, Krathwohl et al.’s taxonomy of affective objectives is considered in the design [5].

†

Goals of Research

The goal of my research is to synthesize and test a design framework based on learning theories for multimedia-supported cognitive tools.† As mentioned above, I have a personal interest in helping students in the computing fields where many topics are complex and abstract, and higher-order thinking and problem-solving skills are needed.† My dissertation will look at the effects in terms of learning of an MCT that follows my design framework.† I will study a small group of undergraduates, approximately 8, taking an introductory CS course.† I will conduct clinical interviews on students prior to using an MCT to see how they understand and make sense of a specific programming topic immediately after learning about it in class [16].† Next, students will be observed using the MCT for one hour.† Then, the MCT will be freely available to the students for the next two weeks.† At the end of the two weeks, students will undergo a second round of clinical interviews, allowing me to look at how MCT has affected, if at all, their learning and development with regards to the programming topics.†

†

Much of the literature I surveyed on similar tools in computer science had focused on the design and requirements rather than the effects or outcomes.† I hope to add to the body of work on the use of learning tools/technologies for computer science instruction.

†

Current Status

I am currently a doctoral candidate (PhD) in Curriculum and Instruction. I will present my dissertation proposal within two months.† I have synthesized a framework of nine design principles based on constructivist, multimedia, and motivational learning theories.† My project team and I are currently developing the MCT that will be used for my dissertation study.† It will focus on the topics of arrays and recursion.†

†

What I Hope to Gain From Doctoral Consortium

I hope to gain some insight from faculty at various institutions around the world regarding the strategies they employ in teaching programming to novices, to students from a wide range of backgrounds, and to students of varied learning styles.† I would like to use this feedback to incorporate into teaching tools such as MCTs.† As I develop a design framework for multimedia-supported cognitive tools, specifically for computer science instruction, I welcome the opinions and experiences from other educators on the feasibility of creating and using such tools.

†

References

[1]††††††† A. McGettrick, R. Boyle, R. Ibbett, J. Lloyd, G. Lovegrove, and K. Mander, Grand Challenges in Computing Education: The British Computer Society, 2004.

[2]††††††† J. Piaget, The Origins of Intelligence in Children. New York, NY: W.W. Norton & Company, Inc., 1952.

[3]††††††† E. von Glasersfeld, "Learning as Constructive Activity," in Problems of Representation in the Teaching and Learning of Mathematics, C. Janvier, Ed. Hillsdale, NJ: Lawrence Erlbaum Associates, 1987.

[4]††††††† R. E. Mayer, Multimedia Learning. Cambridge: Cambridge University Press, 2001.

[5]††††††† D. R. Krathwohl, B. S. Bloom, and B. B. Masia, Taxonomy of Educational Objective-The Classification of Education Goals: Handbook II: Affective Domain. New York, NY: David McKay Company, Inc., 1965.

[6]††††††† T. W. Malone and M. R. Lepper, "Making learning fun:† A taxonomy of intrinsic motivations for learning," in Aptitude, learning and instruction. vol. 3:† Cognitive and affective process analysis, M. J. Farr, Ed. Hillsdale, NJ: Lawrence Erlbaum Associates, 1987, pp. 223-253.

[7]††††††† D. H. Jonassen, Computers as Mindtools for Schools. Upper Saddle River, NJ: Merrill, 2000.

[8]††††††† R. D. Pea, "Beyond Amplification:† Using the Computer to Reorganize Mental Functioning," Educational Psychologist, vol. 20, pp. 167-182, 1985.

[9]††††††† S.-C. J. Jehng, S.-H. S. Tung, and C.-T. Chang, "A visualisation approach to learning the concept of recursion," Journal of Computer Assisted Learning, vol. 15, 1999.

[10]†††††† T. Boyle, C. Bradley, P. Chalk, R. Jones, and P. Pickard, "Using Blended Learning to Improve Student Success Rates in Learning to Program.," Journal of Educational Media, vol. 28, 2003.

[11]†††††† E. Ferguson, "Object-Oriented Concept Mapping Using UML Class Diagrams," Journal of Computing in Small Colleges, vol. 18, pp. 344-354, April 2003 2003.

[12]†††††† R. Moreno and A. Valdez, "Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments:† The Role of Student Interactivity and Feedback," Education Technology Research and Development, vol. 53, pp. 35-45, 2005.

[13]†††††† M. Aly, J. Elen, and G. Willems, "Learner-control vs. program-control instructional multimedia:† a comparison of two interactions when teaching principles of orthodontic appliances," European Journal of Dental Education, vol. 9, pp. 157-163, 2005.

[14]†††††† H. K. Tabbers, R. L. Marens, and J. J. G. van Merriënboer, "Multimedia instructions and cognitive load theory:† Effects of modality and cueing," British Journal of Educational Psychology, vol. 74, pp. 71-81, 2004.

[15]†††††† D. McKinney and L. F. Denton, "Houston, We Have a Problem:† There's a Leak in the CS1 Affective Oxygen Tank," in 35th SIGCSE Technical Symposium on Computer Science Education, Norfolk, VA, 2004.

[16]†††††† H. P. Ginsburg, Entering the Child's Mind:† The Clinical Interview in Psychological Research and Practice. New York, NY: Cambridge University Press, 1997. † _†