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Designing effective animations for c...

Grillmeyer, Oliver.

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Designing effective animations for computer science instruction.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Designing effective animations for computer science instruction./
Author:	Grillmeyer, Oliver.
Description:	291 p.
Notes:	Chair: Marcia C. Linn.
Contained By:	Dissertation Abstracts International63-02A.
Subject:	Design and Decorative Arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3044480
ISBN:	0493583394

Designing effective animations for computer science instruction.
Grillmeyer, Oliver.

Designing effective animations for computer science instruction. - 291 p.

Chair: Marcia C. Linn.

Thesis (Ph.D.)--University of California, Berkeley, 2001.

This study investigated the potential for animations of Scheme functions to help novice computer science students understand difficult programming concepts. These animations used an instructional framework inspired by theories of constructivism and knowledge integration. The framework had students make predictions, reflect, and specify examples to animate to promote autonomous learning and result in more integrated knowledge. The framework used animated pivotal cases to help integrate disconnected ideas and restructure students' incomplete ideas by illustrating weaknesses in their existing models. The animations scaffolded learners, making the thought processes of experts more visible by modeling complex and tacit information.

ISBN: 0493583394Subjects--Topical Terms:

1024640
Design and Decorative Arts.

Designing effective animations for computer science instruction.
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005 20110419
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020 $a 0493583394
035 $a (UnM)AAI3044480
035 $a AAI3044480
040 $a UnM $c UnM
100 1 $a Grillmeyer, Oliver. $3 1249328
245 1 0 $a Designing effective animations for computer science instruction.
300 $a 291 p.
500 $a Chair: Marcia C. Linn.
500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0546.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2001.
520 $a This study investigated the potential for animations of Scheme functions to help novice computer science students understand difficult programming concepts. These animations used an instructional framework inspired by theories of constructivism and knowledge integration. The framework had students make predictions, reflect, and specify examples to animate to promote autonomous learning and result in more integrated knowledge. The framework used animated pivotal cases to help integrate disconnected ideas and restructure students' incomplete ideas by illustrating weaknesses in their existing models. The animations scaffolded learners, making the thought processes of experts more visible by modeling complex and tacit information.
520 $a The animation design was guided by prior research and a methodology of design and refinement. Analysis of pilot studies led to the development of four design concerns to aid animation designers: clearly illustrate the mapping between objects in animations with the actual objects they represent, show causal connections between elements, draw attention to the salient features of the modeled system, and create animations that reduce complexity.
520 $a Refined animations based on these design concerns were compared to computer-based tools, text-based instruction, and simpler animations that do not embody the design concerns. Four studies comprised this dissertation work. Two sets of animated presentations of list creation functions were compared to control groups. No significant differences were found in support of animations. Three different animated models of traces of recursive functions ranging from concrete were found between the three models in test performance. Three models of animations of applicative operators were compared with students using the replacement modeler and the Scheme interpreter. Significant differences were found favoring animations that addressed causality and salience in their design. Lastly, two binary tree search algorithm animations designed to reduce complexity were compared with hand-tracing of calls. Students made fewer mistakes in predicting the tree traversal when guided by the animations. However, the posttest findings were inconsistent. In summary, animations designed based on the design concerns did not consistently add value to instruction in the form investigated in this research.
590 $a School code: 0028.
650 4 $a Design and Decorative Arts. $3 1024640
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Technology. $3 1017498
690 $a 0389
690 $a 0710
690 $a 0714
710 2 0 $a University of California, Berkeley. $3 687832
773 0 $t Dissertation Abstracts International $g 63-02A.
790 $a 0028
790 1 0 $a Linn, Marcia C., $e advisor
791 $a Ph.D.
792 $a 2001
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3044480