Computer-based instruction on multimedia networking fundamentals: equational versus graphical representation
Computer-based instruction on multimedia networking fundamentals: equational versus graphical representation
复制标题
基于计算机的多媒体网络基础教学：等式与图形表示
DOI：
10.1109/te.2005.849744
复制
发表时间：
2005
影响因子：
2.6
通讯作者：
M. Reisslein
中科院分区：
文献类型：
--
作者：
J. Reisslein;P. Seeling;M. Reisslein
近年来，多媒体网络不断兴起，成为互联网扩展背后的强大推动力。然而，这个主题在内容已经很密集的入门网络课程中并不常见。为了方便学生自学这个新颖的主题，作者开发了一个基于计算机的多媒体网络基础教学模块。在本文中，他们描述了该模块的设计和开发，这与加涅的教学理论是一致的。他们开发了该模块的两个版本，一种是基于方程的学习内容表示，另一种是基于图形的学习内容表示。他们共评估了 75 名电气工程本科生、高年级学生，评估了该模块的两个版本，其中一半被随机分配到方程表示，另一半分配到图形表示。他们发现，图形表示可以显着提高学生在练习和测试后问题上的表现，缩短学习时间，并对基于计算机的教学模块采取更积极的态度。
Multimedia networking has been emerging in recent years as a strong driving force behind the expansion of the Internet. However, this topic is not commonly covered in the already content-intensive introductory networking courses. To facilitate student self-study of this novel topic the authors have developed a computer-based instructional module on the fundamentals of multimedia networking. In this paper, they describe the design and development of the module, which is aligned with Gagne's theory of instruction. They have developed two versions of the module-one with equation-based representation of the learning content and one with graph-based representation of the learning content. They have evaluated the two versions of the module with a total of 75 undergraduate, senior-level electrical engineering students, of which half were randomly assigned to the equational representation, and the other half to the graphical representation. They found that the graphical representation results in statistically significantly higher student performance on practice and post-test problems, shorter learning time, and more positive attitudes toward the computer-based instructional module.