GO TO THESIS
Name of Degree Candidate: Diane Lindwarm Alonso
Degree and Year: Master of Science, 1995
Thesis Directed by: Kent L. Norman, Ph.D., Associate Professor, Cognitive area, Dept. of Psychology
Electronic classrooms offer instructors and students a new way to interact with technology and with each other. They have the capability to provide new lines of communication and to enhance those qualities already present in the traditional classroom. By understanding the dynamics of the classroom lecture environment and determining the ways in which multimedia can assist in the learning process, education can become a more active and engaging pursuit. This study focuses on the effects of Forms of Control (Learner-Controlled versus Instructor-Controlled Learning during lecture) and Forms of Interaction (Simple, or passive interaction versus Complex, or active Interaction) and examines the interaction between these two variables. Based on results of studies that stress active exploration and "hands on learning" it was predicted that the Learner-Controlled Complex Interaction Form of learning would provide higher marks on a post-lecture quiz and subjective questionnaire. Scores on the quiz indicated that subjects in this condition performed well, but not significantly better than those in other conditions. However, scores on a questionnaire of user satisfaction, indicated that the users felt the features of Learner Control and Interaction did enhance their learning. Ideas for future research to overcome some of the limitations of this particular experiment are mentioned. In addition, suggestions for improvements and modifications are provided which may be used to someday realize the potential benefits of multimedia tools in education and to meet the ideals of the Electronic Classroom.
by
Diane Lindwarm Alonso
Thesis submitted to the Faculty of the Graduate School of The University of Maryland in partial fulfillment of the requirements for the degree of Master of Science 1995
Advisory Committee:
I dedicate this thesis to my adorable husband, Tom for all his love, support, patience, and encouragement. He has made this time in my life a truly wonderful experience.
Acknowledgments
I would like to thank all of those people who helped make this thesis possible.
First, I wish to thank my advisor, Dr. Kent Norman for all of his guidance, encouragement, and support. He has inspired my efforts through his own sincere interest in the areas of human-computer interaction and education. Also, I would like to thank my committee members, Dr. Nancy Anderson, and Dr. James Greenberg, for their very helpful comments and suggestions. Dr. Kevin O'Grady, I would like to acknowledge for his statistical advice and words of encouragement. Additionally, I would like to thank all of those people who provided technical support and assistance with running the experiment. Randy Pagulayan for assisting me with the process of running the subjects in the AT&T Teaching Theater, and Laura Slaughter for overseeing the administrative necessities as well videotaping a sample session. John Carroll for helping me get my software set up in the classroom, Neil Tsao, and Karen Kuo from the AT&T Teaching Theater who provided technical support for the classroom and Tara Stachura who was able to work with my hectic schedule to find time for me to use the classroom. Many thanks also go to Walt Gilbert, Project Director of the AT&T Teaching Theater, and Theodore Stone, Project Manager, for use of the AT&T Teaching Theater. Finally, I would like to thank my fellow graduate students, Scott Butler, Blake Sobiloff, and Ben Harper, who provided invaluable support and suggestions throughout this process.