Vol. 15, No. 4, December 1999

Simulation as a home learning environment - students' views

M. Ronen & M. Eliahu

Center for Technological Education, Golomb, Israel

Email: ronen@barley.ctech.ac.il

This paper describes a pilot study aimed at exploring the possibility of introducing simulation-based homework into science learning, in the present junior-high school setting. Two 9th grade classes have performed simulation-based homework assignments as part of the study of electrical circuits, during two months. Students' views about this activity were analyzed in relation to their prior computer experience and their achievement. The findings reveal that most students favour using the simulation as a home learning environment and find it more interesting and effective than the other homework activities. Students realise the potential of a simulation as a source of constructive feedback that enables them to take more responsibility on their learning.

Keywords: Computer-assisted learning; Electric circuits; Homework; Simulation-based activities; Problem solving

Journal of Computer Assisted Learning (1999) 15, 258-268 Accepted: 1 December 1998

A visualisation approach to learning the concept of recursion

J-C. J. Jehng, S-H. S. Tung & C-T. Chang

National Central University and National Yunlin Institute of Technology, Taiwan

Email: jehng@src.ncu.edu.tw

This study investigated how a schematic-based visualisation approach implemented in an electronic learning environment facilitated the learning of the complex programming concept. The semantic-based visualisation approach applied Visualcode Rules and utilised various pictorial notations modeling the execution of recursive procedures. In this study, 38 college students studied the Scheme language and its recursive procedures in three different conditions. The three conditions were (a) the VisualScheme environment in which schematic-based pictorial notations (e.g. coloured icons and environment trees) were employed to help learners trace intermediate steps of executing procedures; (b) an Internet learning environment in which an ordered sequence of static pictorial notations provide a snap shot and illuminate execution of recursive procedures; (c) an Internet learning environment in which on-line source codes were annotated with detailed textual information. Results of the study indicated schematic-based pictorial notations helped students to form a better conceptual framework for learning the concept of recursion. It is suggested that the design of an electronic learning environment may appropriately apply meaningful pictorial information to help students learn complex programming concepts.

Keywords: Language learning; Mental models; Visualisation

Journal of Computer Assisted Learning (1999) 15, 279-290 - Accepted: 16 December 1998

Intranet-based learning: a one-year study of student utilisation

K. Herson, M.H Sosabowski & A.W. Lloyd

School of Pharmacy and Biomolecular Sciences, University of Brighton

Email: K.Herson@Brighton.ac.uk

In Higher Education in the UK, there have been marked developments of network technologies and increased demand for assessed quality in teaching and learning. At the School of Pharmacy and Biomolecular Sciences, University of Brighton, an Intranet learning resource has been implemented to meet the quality of service requirements and exploit these technologies. This paper reports on the undergraduate utilisation and evaluation of this resource over a one-year induction period. Staff- and student-based hurdles are identified; these include confidentiality, peer-scrutiny, indolence and IT competence issues. Solutions to these problems, many of which are training-based, are proposed.

Keywords: Internet; Intranet; On-line; Pharmacy; World-wide Web

Journal of Computer Assisted Learning (1999) 15, 269-278 Accepted: 13 January 1999

Barriers to student computer usage: staff and student perceptions

J. McHahon, J. Gardner, C. Gray & G. Mulhern

The Queen's University of Belfast

Email: j.gardner@qub.ac.uk

Ensuring that all graduates are able to exploit new technologies is a primary goal of all UK universities and a variety of assumptions have underpinned policies designed to promote this goal. This paper explores some of these assumptions through the findings of a longitudinal study involving a cohort of over 800 university students. The study adopted a student perspective to examine the factors affecting their use of computers over a three year period. Unsurprisingly, the results indicated that situational factors (e.g. access, training and time) influence the extent to which students use computers, but a disparity was found in the importance attributed to these factors by the academic staff, who focused on the needs of their department, and by the students, who focused on their individual needs. Results suggest that increased attention to a student perspective may lead to improved strategic planning in students' use of computers.

Keywords: Access; Computer usage; Staff and student perceptions

Journal of Computer Assisted Learning (1999) 15, 302-311 - Accepted: 12 February 1999

An approach to learning mathematics through knowledge engineering

D. Kadijevich

Mathematical Institute, Serbian Academy of Sciences and Arts, Belgrade

E-mail: djkadij@mi.sanu.ac.yu

This study deals with an AI approach to learning mathematics, which is realised through the development of expert system knowledge bases by using programming in logic and PROLOG. The paper presents this approach, and examines its theoretical values in the light of recent findings in computer science, mathematics education, didactics, psychology and philosophy. The examined values show evidence for the relevance of the approach to the computer-assisted learning of mathematics.

Keywords: Expert systems; Knowledge engineering; Learning; Logic programming; Mathematics education; Problem solving; PROLOG; Social constructivism

Journal of Computer Assisted Learning (1999) 15, 291-301 Accepted: 22 January 1999

Language learning strategies with sound-hints in computer-based drill

N. Ikeda

Kyushu University, International Student Center, Fukuoka, Japan

Email: nobuko@isc.kyushu-u.ac.jp

As a result of the increasing use of computers in the education field, many CAI and multimedia teaching materials have been developed and used in education. However, evaluation methods and evaluation standards for these materials and their educational effects, have not yet been established. Much of the research on CAI in the language education field is related to its development. The learning histories of using voice hints acquired through lessons using CAI teaching materials developed for learners of Japanese as a foreign language have been analysed. The difference in the learning strategies between upper level and lower level learners was examined. As a result of this research, it has been possible to clarify the difference in the number and timing of the use of voice hints.

Keywords: Drill and practice; Japanese; Language learning; Sound

Journal of Computer Assisted Learning (1999), 15, 312-322 Accepted: 25 February 1999

Interactive multimedia and concrete three-dimensional modelling

J.H. Baxter & P.F.W. Preece

School of Education, University of Exeter

Email: p.f.w.preece@exeter.ac.uk

A multimedia package for teaching about the phases of the moon to Year 8 (12-year-old) students was compared with a conventional three-dimensional modelling approach. Both methods were highly and equally effective in terms of student learning, and the effectiveness of the multimedia package did not depend on a student's experience of computers or attitude towards computers. The package was also equally effective for male and female students.

Keywords: Attitudes; Interactive multimedia: Learning astronomy; Modelling; School students

Journal of Computer Assisted Learning (1999), 15, 323-331 Accepted: 13 March 1999