Page 1 |
Save page Remove page | Previous | 1 of 253 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
THE EFFECT OF PRESENTING WORKED EXAMPLES
FOR PROBLEM SOLVING IN A COMPUTER GAME
by
Joan (Yuan-Chung) Lang
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(EDUCATION)
August 2007
Copyright 2007 Joan (Yuan-Chung) Lang
Object Description
| Title | The effect of presenting worked examples for problem solving in a computer game |
| Author | Lang, Joan Yuan-Chung |
| Author email | yuanchul@usc.edu |
| Degree | Doctor of Philosophy |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2007-04-23 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-07-30 |
| Advisor (committee chair) | O'Neil, Harold |
| Advisor (committee member) |
Rueda, Robert Lin, Thomas |
| Abstract | The development of problem solving abilities has been considered "the ultimate goal of education" (Hong & Liu, 2003, p. 245). An effective instructional method to teach problem solving is to use worked examples (e.g., Kalyuga, Chandler, Tuovinen, & Sweller, 2001). For reaching various learning goals, computer games have the potential to facilitate learning and motivation and can be adopted as a learning environment (O'Neil & Fisher, 2004).; This study examined the effect of presenting worked examples differently (i.e., just-in-time vs. beforehand) for problem solving in the computer game SafeCracker®. A 3 × 2 mixed two-factor within-subjects experiment was conducted. The independent variable was the instructional intervention that included three levels -- the control group (n = 38) that did not receive the worked examples, the worked example group (n = 39) that received the worked examples for studying beforehand and for referencing during the task, and the JIT worked example group (n = 40) that received the worked examples just-in-time during the task. The dependent variable was the pretest and posttest scores on the various measurements. The major hypotheses were that 1) the JIT worked example group would demonstrate greater problem solving and continuing motivation than the worked example group and the control group and 2) the worked example group would demonstrate greater problem solving and continuing motivation than the control group. Problem solving was measured in terms of content understanding, problem solving strategies (i.e., retention and transfer skills), and self-regulation.; The JIT worked example group demonstrated significantly better content understanding than the other two groups. The worked example group demonstrated significantly better problem solving retention skill than the control group (by opening more worked-example-illustrated safes). There was no difference among groups on self-regulation while higher levels of self-regulation may or may not associate with better content understanding and problem solving strategies. Higher effort tended to be associated with more improvement on content understanding yet more planning tended to be associated with inferior problem solving transfer skill. Only 6 out of 117 participants exhibited continuing motivation. Various explanations (e.g., from a cognitive load perspective) were provided for the findings. |
| Keyword | video games; problem solving; learning processes/strategies |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m719 |
| Rights | Lang, Joan Yuan-Chung |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Lang-20070730 |
| Archival file | uscthesesreloadpub_Volume48/etd-Lang-20070730.pdf |
Description
| Title | Page 1 |
| Full text | THE EFFECT OF PRESENTING WORKED EXAMPLES FOR PROBLEM SOLVING IN A COMPUTER GAME by Joan (Yuan-Chung) Lang A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (EDUCATION) August 2007 Copyright 2007 Joan (Yuan-Chung) Lang |
Comments
Post a Comment for Page 1
