Diane McGrath

Hypertext, CAI, Paper, or Program Control: Do Learners Benefit from Choices?

The development of authoring tools for hypertext has generated interest in its instructional use, yet there is little research on the conditions under which learners benefit from choices available during learning. This study compared education undergraduates with high or low spatial-skill scores in four conditions: hypertext, CAI, paper, and program control. Dependent variables were: score on misconceptions test, number of problems correct, time on lesson, enjoyment rating, number of screens viewed, and number of nonsequential choices. Significant findings indicated that hypertext subjects took the least amount of time, paper subjects solved the most problems, and CAI subjects made the most nonsequential choices. High spatial subjects took more time than low spatial subjects in hypertext, paper, and program control conditions, but less time in CAI. Low spatial CAI and hypertext subjects viewed more screens than did high spatial subjects; the opposite was true for program control subjects. There wa...

Moments of Joy

Abstract This study examined (a) the nature of student engagement (enjoyment, concentration, perceived control, exploration, and challenge) in four hypermedia design tasks: chunking, linking, naming paths, and organizing information, and (b) the impact of designing hypermedia documents on students’ conceptual learning. The findings showed a high degree of student engagement in organizing information, and a greater organization and elaboration of concepts in students’ final knowledge representations. Although there were individual differences in students’ cognitive engagement and conceptual learning, the highly motivating task of organizing information and the characteristics of the learning context sustained their engagement in cognitively complex and challenging tasks.

Multimedia Science Projects: Seven Case Studies

AbstractThe research reported in this article began as a staff development project in which teachers of Grades 3–11 produced multimedia projects, conducted a similar project in their own classes, and showed their students’ projects at a conference. Researchers acted as participant observers, providing technical support as the students carried out their multimedia projects. Research questions focused on attitudes toward science and multimedia projects, gender differences in attitudes and expertise, and the process of students taking responsibility for their own learning. Data for this qualitative study represented 3 points of view: teachers, students, and research staff. Findings include the following: (a) Most students preferred this kind of project to a term paper, except in one school, where multimedia was “old hat”; (b) students and teachers reported that students had learned a number of skills besides science and computing, including dependability, organization, and interviewing; (c) both girls and bo...

Sex Differences in Computer Attitudes and Beliefs Among Rural Middle School Children After a Teacher Training Intervention

AbstractSeventeen rural teachers of Grades 4-8 completed training in computer education and gender equity. Their students and students of nonparticipating teachers answered questions about attitudes toward and beliefs about gender appropriateness of five subjects. The training program improved teacher skills and increased student access to computing. There was no significant difference between participating and nonparticipating groups in beliefs about their gender appropriateness of various subjects, but the nonparticipating group reported liking computers, science, and mathematics more than did the participating group. Sex differences were reported for liking writing, computers, and video games, and for beliefs about gender appropriateness of these three subjects. An interaction effect occurred between group and sex in liking science. More boys than girls had home computers (5:4), and more males than females used them (5:3).

Programming and Problem Solving: Will Two Languages Do it?

High school students learning a second programming language, students learning a first language, and students receiving no programming instruction were compared to determine whether instruction in a second language helps produce transfer of problem-solving skills. Approximately half of each programming group received a two-week problem-solving intervention. Six problem-solving measures were used: use of re-useable procedures, solution of problems by analogy, solution of Hanoi-like problems (recursive procedures), creative problem solving, use of the biconditional, and debugging. Students receiving the problem-solving intervention in their first programming language course improved (p < .05) on the use of the biconditional and on creative problem solving. Students learning a second language were significantly better at debugging (p < .05) than those learning only a first language. Suggestions are made for further research.

Hypertext, CAI, Paper, or Program Control

AbstractThe development of authoring tools for hypertext has generated interest in its instructional use, yet there is little research on the conditions under which learners benefit from choices available during learning. This study compared education undergraduates with high or low spatial-skill scores in four conditions: hypertext, CAI, paper, and program control. Dependent variables were: score on misconceptions test, number of problems correct, time on lesson, enjoyment rating, number of screens viewed, and number of nonsequential choices. Significant findings indicated that hypertext subjects took the least amount of time, paper subjects solved the most problems, and CAI subjects made the most nonsequential choices. High spatial subjects took more time than low spatial subjects in hypertext, paper, and program control conditions, but less time in CAI. Low spatial CAI and hypertext subjects viewed more screens than did high spatial subjects; the opposite was true for program control subjects. There wa...

Bringing High Tech to the Heartland

This paper describes a one-year project to bring computer skills and strategies for computer equity to rural middle school teachers. A variety of distance learning methods was used to train teachers. Teachers carried out projects involving their classrooms and the community, to encourage parental support of computer education for their children. Projects are briefly described, and the results of interviews with students of participating and non-participating teachers are reported. Participating students, both girls and boys, reported more often than non-participating students that they will probably use computers in the future and want to know more about them.