lernsoftware im fokus empirischer medienwirkungs- und mediennutzungsforschung thomas huk, mattias...
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Lernsoftware im Fokus empirischer
Medienwirkungs-und
Mediennutzungsforschung
Thomas Huk, Mattias Steinke, Christian Floto
L3S – Open Day – 04.12.2002
CRIMP
Criteria of Evaluationof Audiovisuals
in Multimedia Productions
HypermediaLernumgebung
Navigation Lern-Performance
Lernprozess /Lernstrategie
Using hypermedia devices for learning
Wie wird Lernsoftware genutztund
letztendlich das Lernen gefördert?
Welchen Einfluss hat die Navigation auf den Lernprozess?
Welcher Zusammenhang besteht zwischen der Navigationund ...
...Lerner-Charakteristika: Was macht der User mit der Software?
...Software-Design: Was macht die Software mit dem User?
Wie wollen wir diese Fragen lösen ?
Log-File Dokumentation
Lerner-Charakteristika- Lernstil
- PC-Kenntnisse- fachspezifisches Vorwissen
- dreidimensionales Vorstellungsvermögen
Lern-Performance
Wie wollen wir diese Fragen lösen ?
Chen & Macredie (2002):
Cognitive styles and hypermedia navigation: development of a learning model
Sherry Y. Chen & Robert D. Macredie (2002): Journal of the American Society for information science and technology, 53(1): 3-15
Non-linear Learning Learner Control Multiple Tools
Hypermedia Learning Systems
Field Dependent Individuals Field Independent Individuals
PassiveApproach
Externally Directed
Global Fashion
Active Approach
Internally Directed
Analytic Fashion
Prefer guidedNavigation
Guided Learning
PreferMaps
IndependentLearning
Prefer FreeNavigation
PreferIndex
Users / Learners
Non-linear Learning Learner Control Multiple Tools
Hypermedia Learning Systems
Field Dependent Individuals Field Independent Individuals
PassiveApproach
Externally Directed
Global Fashion
Active Approach
Internally Directed
Analytic Fashion
Prefer guidedNavigation
Guided Learning
PreferMaps
IndependentLearning
Prefer FreeNavigation
PreferIndex
Users / Learners
Non-linear Learning Learner Control Multiple Tools
Hypermedia Learning Systems
Field Dependent Individuals Field Independent Individuals
PassiveApproach
Externally Directed
Global Fashion
Active Approach
Internally Directed
Analytic Fashion
Prefer guidedNavigation
Guided Learning
PreferMaps
IndependentLearning
Prefer FreeNavigation
PreferIndex
Users / Learners
Non-linear Learning Learner Control Multiple Tools
Hypermedia Learning Systems
Field Dependent Individuals Field Independent Individuals
PassiveApproach
Externally Directed
Global Fashion
Active Approach
Internally Directed
Analytic Fashion
Prefer guidedNavigation
Guided Learning
PreferMaps
IndependentLearning
Prefer FreeNavigation
PreferIndex
Users / Learners
CRIMP: Hypotheses
Different learner characteristics as outlined before influence the navigation process / behavior.
The navigation design and the use of different navigation tools influence the navigation process / behavior.
The design of content modules (nodes) together with a certain instruction influences the navigation process / behavioure.g. more signs in animations lead to a more frequent use of the glossary.e.g. the presence of Quicktime VR leads to a more intensive use of an offered quiz.
Four steps of the experiment
1. Tests with about 80 students at 2 schools in Braunschweig with the four variants of the CD: optimization of the questionnaires and first pre-results of performance and learning efficiency, presented at the EDEN annual conference in Granada.
2. Tests with about 80 Students at the University of Braunschweig: Presentation of the movie “ATP-synthase” by LCD projector. Data collection almost finished and data analysis ongoing.
Four steps of the experiment
3. Tests with about 300 students at schools in Germany.More are expected to take part.Tests directly at the schools,usage of the software 2 x 20 minutes.Ongoing data collection.
4. Tests for the next year planned with - bilingual schools in Germany (English version) - people of other countries e.g. Sweden (English version) - notebook classes in Austria (extended use of the CD) - more students in Germany (extended use of the CD)