Ward Mitchell Cates

Theoretical Foundations for Sound's Use in Multimedia Instruction To Enhance Learning.

Recent technological advances now make possible the full integration of sound in instructional software. Sounds may gain and focus learner attention, reduce distracting stimuli, and make learning more engaging. In addition, they may help learners condense, elaborate on, and organize details, highlighting inter connections among new pieces of information and making connections to preexisting knowledge. Thus, sound may hold great promise for moderating acquisition, processing, and retrieval “noise” in instructional software. Unfortunately, interface and instructional design guides almost completely ignore sound, and research suggests many promising instructional uses remain largely unexplored. This paper explores information-processing and communication theoretical foundations for sounds systematic use in the instructional communication system and proposes a framework for a program of research on instructional softwares use of sound.

Designing for Learner Engagement in Middle School Science: Technology, Inquiry, and the Hierarchies of Engagement

Abstract Engaging middle-school students in scientific inquiry is typically recognized as important, but difficult. Designed to foster learner engagement, this method used an online, problem-based, science inquiry that investigated the West Nile virus during four weeks of collaborative classroom sessions. The inquiry prototype was authored in WISE, the Web-Based Science Inquiry Environment headquartered at UC, Berkeley. Online materials, readings, and class sessions were augmented with interactive electron microscopy images and an introduction to nanoscale science through the ImagiNations Web site at Lehigh University. This approach proved highly engaging and generated design and development guidelines useful to others interested in designing for student engagement in middle school science.

Enhancing Preservice Teachers' Understanding of Web-based Scientific Inquiry

This paper describes how the Web-based Inquiry for Learning Science (WBI) instrument was used with preservice elementary and secondary science teachers in science methods courses to enhance their understanding of Webbased scientific inquiry. The WBI instrument is designed to help teachers identify Web-based inquiry activities for learning science and classify those activities along a continuum from learner-directed to materials-directed for each of the five essential features of inquiry as described in Inquiry and the National Science Education Standards (National Research Council, 2000). Recommendations for using the WBI instrument in preservice science methods courses are discussed.

Analysis of Recognized Web-Based Educational Resources.

Abstract In 2000–2001, the authors derived a 13-category classification system for Web-based educational resources, based on analysis of 199 educational resources recognized as “exemplary” by four national entities. In 2004, we re-examined that classification system, analyzing a stratified random sample of 40 exemplary Web-based resources from the same entities. While the classification system still accommodated categorizing current educational resources, we detected some overlap among categories. Through combination and redefinition, we reduced the number of categories to eleven. This article addresses the initial and modified classification systems, the analysis procedures employed, examples of resources in each category, and future applications of the classification system.

Implementing Technology-Rich Curricular Materials

Abstract Eighteen high school biology teachers from a stratified sample of 13 distinct geographical United States regions participated in evaluating first-year prototypes of Biology: Exploring Life, which incorporates a print textbook; accompanying Web activities to explain and reinforce the text and promote active, hands-on learning; and wet lab investigations. This article discusses how we chose our teacher participants, compares our participant sample with the characteristics of early adopters of innovation, and details what we learned from our year-long investigation about implementing a technology-rich science product in real classrooms. The article concludes with recommendations for adopting of technology-rich science learning products in schools.

Conceptualizing learner support space

This article addresses three types of learner support: (a) support for optimizing use of a computer program, (b) support for learning content, and (c) support for monitoring and enhancing learning. It proposes a multidimensional model of learner-support space defined by the intrusiveness of the delivery methods employed and the prescriptiveness of the content of the learner support provided. Methods of delivering such support through various interface elements, as well as several scenario-based examples of learner support matching the designers philosophical beliefs, are discussed. The article closes by identifying relevant research questions for future study.

A small-scale comparison of the equivalence of paper-and-pencil and computerized versions of student end-of-course evaluations

Abstract This study compared responses to two versions of an end-of-course evaluation instrument completed by graduate students: the traditional printed form completed using pencil and paper, and a microcomputer-based form that presented equivalent items and accepted student responses. A finding of no significant difference in favorableness of composite ratings between the two versions prompted the researcher to perform item-by-item analyses of the two instruments. These analyses revealed that ratings of the individual items on one instrument were highly correlated with the ratings of their matched corresponding items on the other instrument. The paper-and-pencil and computerized evaluation instruments were found to be of almost identically high reliability. Possible limitations of the findings and areas for future research are discussed.

The Relative Effectiveness of Learning Options in Multimedia Computer-Based Fifth-Grade Spelling Instruction.

The study examined the effectiveness of learning options in two researcher-designed interactive multimedia instructional spelling programs, one offering predominantly behaviorist-visual learning options of the type employed by many current commercial spelling instructional programs and one offering predominantly cognitivist-phonological learning options of the type recommended by spelling research. The pretest-posttest control group study lasted one school month with students working each day for 10 minutes with their assigned computer program. Although both treatment groups demonstrated significant increases in spelling ability, there was no significant difference in adjusted posttest performance between the two groups. Examination of the influence of individual learning options in the two programs demonstrated that Spot It, a behaviorist-visual option, and Word Crunch, a cognitivist-phonological option, appear to account for most of the power in their treatments. The authors discuss how clusters of learning options affect performance and consider possible explanations for differences in relative effectiveness among learning options.

The Efficacy of Retesting in Relation to Improved Test Performance of College Undergraduates.

AbstractA causal-comparative analysis was done of the test performance of undergraduate students in five different sections of educational psychology taught over a 3-year period. A pretest-posttest design was used to test the hypothesis that a testing program employing fewer retests than original tests produced significant gains in mean highest test/retest scores. Original tests and retests were of comparable mean difficulty, discrimination, and cognitive level. Correlations between the unretested means and highest test/retest means for retesters in the five sections were statistically significant. Various retesting programs were not found to be significantly different in producing gains in mean test scores among retesters. Subgroup analysis revealed that retesting was used most frequently by students at the lower end of the marking spectrum. Further subgroup analysis revealed no significant difference in the frequency of retesting among sophomores, juniors, and seniors in the five sections. Students’ res...

Learner as Bobsled Operator: The Physics of Learner Engagement

One need not visit many classes to discover some students not sufficiently energized to do the work necessary to learn. Many of these same students, however, immerse themselves in complex computerized mystery/adventure games, becoming so engaged by the experience they lose track of time. Designers invest much of their energy in trying to figure out how to make instructional software comparably engaging. This article explores learner motivations role by considering engagement through the lens of energy physics; in this case, as exemplified by bobsledding. Principles of good bobsled course design are matched to good practices in designing instructional software.