|
| Computer Technology Meets Behavioral Technology: Applications to University Instruction |
| Tuesday, May 27, 2008 |
| 9:00 AM–10:20 AM |
| Williford C |
| Area: EDC |
| Chair: Roger D. Ray ((AI)2, Inc.; Rollins College) |
| |
| MediaMatrix Presenter: An Internet-Based System for Incorporating Cascading-Complexity in Individual Student Interactions with Multimedia Classroom Presentations. |
| Domain: Applied Research |
| ROGER D. RAY ((AI)2, Inc.; Rollins College), Ana Carolina Maia (Rollins College), Amanda E. Frank (Rollins College), Jennifer S. Queen (Rollins College) |
| |
| Abstract: A new software system, called MediaMatrix Presenter, is introduced that allows for cascading levels of difficulty/complexity in presentation content and types of associated question-based response demands on students within and across any given class period(s). The system allows in-class use of multimedia presentations designed to approximate individualized adaptive instructional strategies described by Ray and Belden’s (2007) expert-system electronic text and tutoring system called MediaMatrix. MediaMatrix Presenter incorporates wireless internet classroom services to manage multiple instructor, course, section, and student records that store individualized data on each student's responses to presentation questions. During presentations class-summaries for each question provide aggregated data immediately following each individual question. Daily summary scores for each student across all questions for a given presentation are also accessible. Question types accommodated by the system include multiple choice selection, sentences with a single fill-blank typed production, selection-based paired-associates of verbal/graphic stimuli, and "multi-blank" associates involving production of four freely typed answers to a single verbal or graphic prompting stimulus. The system presents class feedback of all submitted answers, including those generated by free-typing. Both quantitative and qualitative evaluations of MediaMatrix Presenter's use in two sections of a "media-based" Introduction to Psychology course are reported. |
| |
| Critical Components of the Personalized System of Instruction and Their Effects on Performance and Learning Outcomes for Graduate Level Students. |
| Domain: Applied Research |
| GRANT GAUTREAUX (Nicholls State University) |
| |
| Abstract: The personalized system of instruction described by Fred S. Keller in 1968 has been well documented in the applied literature. Subsequently, variations of the system abound across a multitude of settings. These variations are sometimes the results of content specific parameters and limitation of resources in institutions of higher education. Progressively, the age of technology has afforded many instructional designers opportunities to create instructional opportunities in both synchronous and asynchronous arrangements. Three experiments are presented to that tested critical components of the system and their effects on performance and learning outcomes for graduate level students. One of those components, the use of proctoring can be somewhat problematic regarding training and availability of reliable proctors. Results are discussed in terms of the performance of internal proctors regarding quiz scores and writer repertoires. |
| |
| The Effects of One-Attempt versus Three-Attempt On-Line Quizzes on Undergraduate Students’ In-Class Quiz Performance. |
| Domain: Applied Research |
| CUONG (KEN) LUU (The Ohio State University), Angella Harjani Singh (The Ohio State University), Moira Konrad (The Ohio State University), Madoka Itoi (The Ohio State University) |
| |
| Abstract: This study compared the effects of two different on-line quiz formats on undergraduate students’ in-class quiz performances in an introductory special education course. Given that students are required to learn a substantial amount of information within a limited time in a college level course, providing structured opportunities for students to actively respond to that information may facilitate their studying and learning. This study utilized Internet technology in the form of on-line quizzing to increase students’ active responding to the information presented in lectures and assignments. Specifically, the number of on-line quiz attempts was manipulated (alternated between one attempt and three attempts), and a multielement design was used to compare the effects of the two on-line quiz conditions, with the random alternation of the two conditions within and across two course sections. The findings indicated an increase in one letter grade when three-attempts were used as practice opportunities, in comparison to the one-attempt practice quiz condition, for both the course sections. Results of the study are discussed in terms of efficacy of the on-line quizzes as practice opportunities for improved performance on in-class quiz scores for college students. Implications for practice and directions for future research are discussed. |
| |
|
| |