CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

PDF papers
id sigradi2006_e165b
authors Angulo, Antonieta
year 2006
title Optimization in the Balance between the Production Effort of E-learning Tutorials and their related Learning Outcome
source SIGraDi 2006 - [Proceedings of the 10th Iberoamerican Congress of Digital Graphics] Santiago de Chile - Chile 21-23 November 2006, pp. 122-126
summary This paper provides evidence on the level of media richness that may be cost effective in the development of e-learning tutorials for teaching and learning computer visualization techniques. For such a purpose the author provides an analysis of low-cost / high-impact media rich products, the effort and cost required in their development and the measurement of related learning outcomes. Circa twenty years of R&D of multimedia and hypermedia applications for instruction have demonstrated the benefits of communicating relevant information to learners using engaging media. Based on this evidence, this paper assumes that due to the cognitive style of design students, the instructional packages for learning computer techniques for design visualization that are rich in media content, tend to be more effective. Available visualization technologies make the development of e-learning tutorials feasible and apparently the logical way to implement our instructional packages. However the question in the development of e-learning tutorials becomes a more strategic one when we are called to reach a level of optimization between producing a package with a basic standard, namely; text & still-graphic based tutorials, or a state-of-the-art package that is based on video demonstrations (more than enough?) that can accommodate the studentsí learning requirements and also our production costs. The costs include the human resources (instructor, producers, assistants and others) and the material resources (hardware and software, copies, and others) involved in the creation of the e-learning tutorials. The key question is: What is good enough, and what is clearly superfluous? In order to confirm our hypothesis and propose a relevant balance between media richness and learning effectiveness, this paper describes an experiment in the use of two different levels of media richness as used to deliver instructions on the production of computer animations for design visualization. The students recruited for this experiment were fairly familiarized with the use of 3D modeling concepts and software, but had no previous knowledge of the techniques included in the tutorials; in specific; camera animation procedures. The students, separated in two groups, used one of the two methods; then they proceeded to apply their newly acquired skills in the production of an animation without using the help of any external means. The assessment of results was based on the quality of the final product and the studentsí performance in the recall of the production procedures. Finally an interview with the students was conducted on their perception of what was accomplished from a metacognitive point of view. The results were processed in order to establish comparisons between the different levels of achievement and the studentsí metacognitive assessment of learning. These results have helped us to create a clear set of recommendations for the production of e-learning tutorials and their conditions for implementation. The most beneficial characteristics of the two tested methods in relation to type of information, choice of media, method of information delivery, flexibility of production/editorial tools,! and overall cost of production, will be transferred into the development of a more refined product to be tested at larger scale.
keywords e-learning tutorials; media richness; learning effectiveness; cognitive style; computer visualization techniques
series SIGRADI
full text file.pdf (195,550 bytes)
references Content-type: text/plain
Details Citation Select
100%; open Guan, Y-H. (2006) Find in CUMINCAD The effects of multimedia presentations on the learning efficiency of assembly instructions , ED-Media Proceedings, Orlando - Miami, pp.2541-2547

100%; open Mayer, R. (2001) Find in CUMINCAD Multimedia Learning , Cambridge, UK: Cambridge

100%; open Mayer, R.E. & Sims, V.K. (1994) Find in CUMINCAD For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning , Journal of Educational Psychology, 86(3), 389-401

100%; open Mayer, R.E. and Moreno, R. (2002) Find in CUMINCAD Animation as an aid to multimedia learning , Educational Review, 14(1), pp 87-99

100%; open Rieber, L.P. & Kinin, A.S. (1991) Find in CUMINCAD Theoretical foundations of instructional applications computer-generated animated visuals , Journal of Computer-Based Instruction, 18, 83-88

100%; open Roblyer, M.D. (2006) Find in CUMINCAD Integrating Educational Technology into Teaching , Upper Saddle River, New Jersey: Pearson Prentice Hall (4rd Edition)

100%; open Ryan, R.C. & Kasturi, S. (2002) Find in CUMINCAD Instructional design and use of interactive online construction exercises , ASC Proceedings of the 38th Annual Conference (pp. 61-70). Blacksburg, VA: Virginia Polythecnic Institute and State University

last changed 2016/03/10 08:47
pick and add to favorite papersHOMELOGIN (you are user _anon_15157 from group guest) CUMINCAD Papers Powered by SciX Open Publishing Services 1.002