Memory Transfer Language as a Tool for Visualization-Based-Pedagogy

Autor/inn/en	Mselle, Leonard; Ishengoma, Fredrick
Titel	Memory Transfer Language as a Tool for Visualization-Based-Pedagogy
Quelle	In: Education and Information Technologies, 27 (2022) 9, S.13089-13112 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ishengoma, Fredrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11165-7
Schlagwörter	Visualization; Teaching Methods; Cognitive Ability; Learning Theories; Learning Processes; Programming; Computer Science Education; Comparative Analysis; Cognitive Processes; Visual Aids; Animation; Instructional Effectiveness; Verbal Communication; Nonverbal Communication; Memory; Transfer of Training + Suchen Sie Ihr Suchwort? Visualisation; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Learning theory; Lerntheorie; Learning process; Lernprozess; Programmierung; Computer science lessons; Informatikunterricht; Cognitive process; Kognitiver Prozess; Anschauungsmaterial; Unterrichtserfolg; Non-verbal communication; Nonverbale Kommunikation; Gedächtnis; Training; Transfer; Ausbildung
Abstract	In this paper, MTL, an approach for visualization-based pedagogy, is analyzed and contextualized in both Cognitive Load Theory (CLT) and Dual Coding Theory (DCT). Through MTL, lectures, tutorials, laboratory sessions and individual study in learning and teaching programming are all carried out using two cognitive channels; verbal and non-verbal. RAM diagrams together with animations are used to visualize (represent the images of) codes, while text and voice are used for verbal presentations. A class experiment was carried out to evaluate the impact of using MTL together with animations in teaching programming. The chi-square test results revealed that, students' performance on one question (question 1) was significantly (p < 0.0001) higher for the experimental group (23.53%) as compared to the control group (1.89%). Similarly, the results of the chi-square test revealed that, students' performance on another question (question 2) was significantly (p < 0.0001) higher for the experimental group (23.53%) as compared to the control group (1.14%). It is concluded that the MTL approach enhances comprehension since it allows the use of two cognitive channels, which, in turn, reduces cognitive load. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01