Drew Parker

Using Iconic Graphics in Entity-Relationship Diagrams: The Impact on Understanding

This study reports on an experiment examining the impact of iconic graphics on participants’ understanding of domains represented by entity relationship diagrams. Cognitive load theory and the cognitive theory of multimedia learning are used to hypothesize that iconic graphics reduce the cognitive load of model viewers, leading to more complete mental models and consequently improved understanding. Results, as measured by transfer (problem solving) tasks, confirm the main hypothesis. Additionally, iconic images were found to be less effective in improving domain understanding with English-as-a-second-language (ESL) participants. ESL results are shown to be consistent with predictions based on the cognitive load theory.

Use Case Diagrams in Support of Use Case Modeling: Deriving Understanding from the Picture

Use case modeling in the Unified Modeling Language (UML) is a popular text-based tool for systems analysis and design. Use cases can be used with or without supporting use case diagrams. This paper uses an experiment to explore the effectiveness of including a use case diagram with a set of use cases. The Cognitive Theory of Multimedia Learning is used to hypothesize that the use case diagram improves the effectiveness of use cases for novice users by providing visual cues aiding model viewers in selecting and integrating relevant information. The level of understanding developed by participants viewing either uses cases or use cases with a supporting use case diagram was measured using comprehension, retention, and problem solving tasks. Results showed that participants viewing the use cases with the supporting diagram developed a significantly higher level of understanding, as measured by performance on the problem solving task, than participants provided with use cases alone. This analysis suggests practitioners should consider combining a visual representation, such as a use case diagram, with text-based use cases to achieve higher levels of understanding in persons viewing these descriptions.

Investigating Coherence and Multimedia Effects of a Technology-Mediated Collaborative Environment

This paper presents an experiment investigating the impact of context-relevant graphics on a knowledge sharing task in a technology-mediated collaborative (TMC) environment. The Cognitive Theory of Multimedia Learning (CTML) is introduced as the theoretical base for the hypotheses. The principles of multimedia and coherence from the CTML are used to hypothesize about the effectiveness of graphics embedded in TMC environments. Comprehension and transfer are used as dependent measures. Three TMC interface treatments were considered (no graphic, irrelevant graphic, relevant graphic). Hierarchical analysis of covariance (HANCOVA) comparing TMC treatments indicated no significant differences in comprehension; however, transfer scores for the TMC teams with context-relevant graphics were significantly higher than the other TMC teams. Although adding graphics to the collaborative interface improves the level of understanding developed within a group, the graphics need to be context relevant to be effective. These findings support the coherence and multimedia principles and provide guidance for designers of TMC environments.

Using Constructivist Instructional Design Featured in Two Online Courses: Notes From the Field

Abstract We thought that the close integration of theory and practice offered by constructivism promises unique opportunities to maximize learning in online courses using interactive software as the primary medium of communication. The purpose of this paper, therefore, is to examine the ‘goodness of fit’ between principles drawn from constructivist theories and the design and implementation of the interactive online course.

Visual interactive financial models: An overview of microcomputer software offerings and discussion of potential decision support

Abstract Visual interactive (VI) modeling supports an ever-increasing variety of problem classes. VI problem solving methodologies evolved from third generation software-based models to support production-oriented simulations, and commercial VI software continues to maintain this area as a primary thrust. Financial management is a relatively new area to be supported by VI models. Support for this area comes from both the enhanced capabilities of VI modeling software and new, microcomputer-based, interactive financial management software. Software currently used on microcomputers for financial modeling can, to varying extents, support a VI modeling format. This paper offers a discussion of some major support packages for VI financial modeling and offers an example of an evaluation of this format via an experimental framework.

A Decision Support System For A Corporate Cash Management Problem

AbstractThe corporate cash management problem has been extensively dealt with in the literature using a variety of assumptions and modelling techniques. Reported implementations of the results of analytical modelling, however, are scarce. This paper outlines a novel approach to a practicing cash mangers problem which includes a new analytical model of a cash management problem and the implementation of analytical results from this model as the algorithmic component of a visual interactive decision support system.

Moving a University Toward On-line Learning: Opportunities, Challenges, and Technologies

The concept of the “virtual classroom” has been emerging for decades. The roots of the concept began in the post-war correspondence phenomenon. Since then, technological advances in distance learning have increased possibilities and modified the form of delivery of the virtual classroom. Current developments in computer technology and telecommunications have accelerated this rate of change. It is now possible to offer a fully interactive course, globally, using a variety of multimedia options. Universities have begun to offer courses based on these structural options. Traditional placebased institutions are embracing the web as a tool to support classroom instruction and many institutions are ramping up on-line courses to supplement traditional post-secondary offerings. Further, completely on-line programs within traditional universities, and even completely virtual universities, are coming onstream.