Exploring the Effect of Graphical Metaphors on the Performance of Learning Computer Programming

Concepts in Adult Learners: a pilot study

指導教授 :陳明溥 博士

研 究 生 :王麗君Mckay, E. (1999). Exploring the effect of graphical metaphors on

the performance of learning computer programming concepts in a

dult learners: A pilot study. Educational Psychology. 19(4), 471-4

87.

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AbstractIndependent Variable一、 Instruction format (Exposit

ory example)1. Textual metaphor: text – plus - textual2. Example metaphor: text – plus - graphical

二、 Cognitive style1. Wholist / Analytic2. Verbal / Imagery

Dependent Variable

一、 Performance

pretest – posttest score

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Purpose and Aims1. The research question was : to what extent does matching

instructional strategy with cognitive style enhance

performance in a structured programming task?

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Rational1. Richey (1980)

Pictures and words activate a common abstract represenation in m

emory.

2. Merrill & Tennyson (1977)

The ability of learners to identify concepts to be better when picture

s, rather than block-word diagrams, are used, especially if the criti

cal attributes of the concepts were emphasised in some manner.

3. Holliday et al. (1977)

The highly verbal learners can utilise their verbal ability when lear

ning science processes, from instructional materials containing relat

ively few pictures.

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Cont.

4. Various researchers

(1)Verbal (text-based) instruction suits a verbal cognitive

style best.

(2)Pictures (graphical representation) suit a imagery

cognitive style best.

5. Riding and Douglas (1993)

Imagers’ learning performance seems to suffer when

information is presented in a text-only mode. Conversely ,

performance seems to be enhanced when learning material is

presented in a pictorial mode .

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Instructional Treatment

Self-paced Structured Instructional Format Booklet 1

Expository content

Tutorial-1 Booklet Objectives

1. Definitions

2. Best example

3. A range of examples

4. non-examples

5. Worked examples of problems

1. Lecture review.

2. Examples of simple PASCAL programs and practical problems with supplied solutions.

3. Hands-on activity to access PASCAL by typing four simple programs .

1. Familiar with PASCAL data type.

2. Understanding and read simple program.

3. Accessing PASCAL editor on the network

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Instructional Treatment

Self-paced Structured Instructional Format Booklet 2

Expository content Tutorial-2 Booklet Objectives

1. developing algorithms and pseudocode.

2. using the programming logic patterns ( sequential , conditional control .. )

1. logic patterns ( sequential , conditional control .. structure )

2. Repetition logic using the DOWHILE.

3. Comparison of the two logic patters .

4. example problems.

1. Be able to : develop algorithms which use the DOWHILE and REPEAT …UNTIL control structures.

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Procedure1. 1-hour lecture (Tutorial-1)2. Cognitive style screening test3. Pre-test4. Epitome statement5. Example : (1) common instructional format :

1. refine the problem/2. logic patterns required/3. repetition question/4. repetition starting point/5. repetition condition statement / 6. a solution algorithm

(2) Tutorial-2: Text-plus-textual metaphor v.s. Text-plus-graphical metaphor

6. Short review or summariser7. Expanded epitome statement8. Post-test

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The connative richness of meaning accounts for human’s ability to interpret metaphors without specific prior learning .

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1.Graphic metaphors enhance or replace the textual metaphors whenever possible.

2. To aid comprehension, graphical metaphors were presented early in the instructional sequence.

121. DoWhile and Repeat… Until constructs, with graphical metaphors was diffi

cult.

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Conclusions

1. Verbalisers’ worst performance occurred with the text-only

materials , while best performance occurred with the tex

t-plus-graphics material.

(1)Verbalisers prefer to think using pictures, benefit more from ment

al imagery, than people who use words. (O’Halloran & Gauvin, 19

94)

(2)Verbalisers learn how to apply abstract concepts differently from I

magers. (better transferring their conceptualisations of the graphic

al representations into new computing contexts. )

2. Learning performance was affected by an interaction of co

gnitive style and instructional format.

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Discussion1. The final sample was too small to test for the

declarative and or procedural knowledge identified in the test specification table .

2. The four treatment groups are too small to have statistical significance.

3. Test-items lacked variance, resulting in a possible ceiling effect.