The effects of computer simulation and animation (CSA) on students' cognitive processes: A comparative case study in an undergraduate engineering course.
Abstract: This study focuses on the investigation of the effects of computer simulation and animation (CSA) on students' cognitive processes in an undergraduate engineering course. The revised Bloom's taxonomy, which consists of six categories in the cognitive process domain, was employed in this st...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 1; pp. 71 - 84 |
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| Autores principales: | , |
| Formato: | case study pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=127216515&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 127216515 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2018 vid: 34 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 127216515 127216515 127216515 10.1111/jcal.12215 127216515 ppf: 71 ppct: 13 formats: tig: atl: The effects of computer simulation and animation (CSA) on students' cognitive processes: A comparative case study in an undergraduate engineering course. aug: au: Fang, N. Tajvidi, M. affil: Department of Engineering Education, Utah State University, Utah, USA sug: subj: Cognition Computer Simulation Students, Undergraduate Learning Methods Engineering Education Bloom's Taxonomy Pretest-Posttest Design Conceptual Framework Problem Solving Human Coding ab: Abstract: This study focuses on the investigation of the effects of computer simulation and animation (CSA) on students' cognitive processes in an undergraduate engineering course. The revised Bloom's taxonomy, which consists of six categories in the cognitive process domain, was employed in this study. Five of the six categories were investigated, including remember, understand, apply, analyze, and evaluate. Data were collected via a think‐aloud protocol involving two groups of student participants: One group learned a worked example problem with a CSA module, and the other group learned the same problem with traditional textbook‐style instruction. A new concept called frequency index was proposed for use in qualitative research that involves the quantitative comparison of the overall popularity of a particular mental activity performed by two groups of students. The results show that as compared to traditional textbook‐style instruction, CSA significantly increases students' activities in the understand category of the revised Bloom's taxonomy during learning and significantly increases students' activities in the understand, apply, analyse, and evaluate categories during subsequent problem‐solving. That learning via CSA has a profound impact on subsequent problem‐solving is attributed to intensive human–computer interactions built in the CSA learning module. pubtype: Academic Journal doctype: case study pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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