The Effects of Computer Simulation and Animation (CSA) on Students' Cognitive Processes: A Comparative Case Study in an Undergraduate Engineering Course

Autor/inn/en	Fang, N.; Tajvidi, M.
Titel	The Effects of Computer Simulation and Animation (CSA) on Students' Cognitive Processes: A Comparative Case Study in an Undergraduate Engineering Course
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 1, S.71-83 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fang, N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12215
Schlagwörter	Computer Simulation; Animation; Educational Technology; Technology Uses in Education; Cognitive Processes; Undergraduate Students; Engineering; Taxonomy; Protocol Analysis; Problem Solving; Textbooks; Comparative Analysis; Teaching Methods; Qualitative Research; Statistical Analysis; Learning Activities; Case Studies + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Cognitive process; Kognitiver Prozess; Maschinenbau; Taxonomie; Problemlösen; Textbook; Text book; Schulbuch; Lehrbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Statistische Analyse; Lernaktivität; Case study; Fallstudie; Case Study
Abstract	This study focuses on the investigation of the effects of computer simulation and animation (CSA) on students' cognitive processes in an undergraduate engineering course. The revised Bloom's taxonomy, which consists of six categories in the cognitive process domain, was employed in this study. Five of the six categories were investigated, including remember, understand, apply, analyze, and evaluate. Data were collected via a think-aloud protocol involving two groups of student participants: One group learned a worked example problem with a CSA module, and the other group learned the same problem with traditional textbook-style instruction. A new concept called frequency index was proposed for use in qualitative research that involves the quantitative comparison of the overall popularity of a particular mental activity performed by two groups of students. The results show that as compared to traditional textbook-style instruction, CSA significantly increases students' activities in the understand category of the revised Bloom's taxonomy during learning and significantly increases students' activities in the understand, apply, analyse, and evaluate categories during subsequent problem-solving. That learning via CSA has a profound impact on subsequent problem-solving is attributed to intensive human-computer interactions built in the CSA learning module. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01