A study of learning performance of e-learning materials design with knowledge maps

1. A study of learning performance of e-learning materials design with knowledge maps Presenter: Teng-Chih Yang Professor: Ming-Puu Chen Date: 12/ 23/ 2009 Shaw, R. S. (2010). A study of learning performance of e-learning materials design with knowledge maps. Computers & Education, 54(1), 253-264.

2. Introduction • Previous studies of knowledge maps, however, focus more on the effects of knowledge maps on traditional learning than on e-learning. • Knowledge maps have the advantages of simplifying the relational complexity of information and of structuralizing the information and knowledge. • Using knowledge maps could help present e-learning materials in a more structure manner so that readers can easily digest the learning materials. • It is important to study if the knowledge map-based materials design approach can improve a learner’s computerself-efficacy, learning performance and satisfaction level.

3. Theoretical background • The research of O’Donnell et al. (O’Donnell, Dansereau, & Hall, 2002): • Learners recall more central ideas when they learn from a knowledge map than when they learn from text. • Learners with low verbal ability or low prior knowledge often benefit the most regarding measures of recall from the presentation of information in a knowledge map. • Learners who use knowledge maps as supports when interacting with peers in cooperative learning environments learn more effectively. • Information presented in well-structured maps that are designed according to the gestalt principle is recalled better than when presented in less well-structured maps.

4. Research model

5. Research model • H1: Knowledge map-based e-learning materials design is more effective than browse-based one on learning performance. • H1a: Knowledge map-based e-learning materials design is more effective than browse-based one on learning score. • H1b: Knowledge map-based e-learning materials design is more effective than browse-based one on learning satisfaction. • H2: Knowledge map-based e-learning materials design is more effective than browse-based one on computer self-efficacy. • H3: Computer self-efficacy has a significant positive effect on learning performance. • H3a: Computer self-efficacy has a significant positive effect on learning score. • H3b: Computer self-efficacy has a significant positive effect on learning satisfaction.

6. E-learning materials design- browse-based • Chen and Shaw (2006) indicated that software tools and application programming are suitable for e-learning. • Nickelland Pinto (1986) suggested that computer self-efficacy is positively associated with learning performance of SQL programming. Our research uses the core technology of SQL programming, ADO.NET, as the e-learning subject. ADO.NET browse-based e-learning materials

7. E-learning materials design with knowledge maps ADO.NET knowledge map-based e-learning materials. Operation and design of ADO.NET knowledge map-based e-learning materials.

8. Experimental design • 175 third year undergraduate students majoring in Management Information Systems. • Have backgrounds in programming language. • After the pre/post-test and learning activities • 76 students in the experimental group (knowledge map-based) • 76 students in the control group (browse-based).

9. Data analysis-Pre-test • Pre-test questionnaire • No significant difference between the understanding toward ADO.NET for both group (F1, 150 = 0.003, P = 0.953 > 0.05). • The reliability coefficients of Cronbach’sα in the post-test questionnaire. • computer self-efficacy 0.893 & learning satisfaction 0.937

10. Data analysis-H1 • H1: Knowledge map-based e-learning materials design is more effective than browse-based one on learning performance(learning score & learning satisfaction).

11. Data analysis-H2 • H2: Knowledge map-based e-learning materials design is more effective than browse-based one on computer self-efficacy.

12. Data analysis-H3 • H3: Computer self-efficacy has a significant positive effect on learning performance(learning score & learning satisfaction).

13. Discussion and conclusion • Individuals can employ knowledge mapping when designing e-learning materials to improve the learning performance and satisfaction. • if future e-learning materials can be constructed in knowledge maps, computer self-efficacyof learners can be increased, computer anxiety can be lowered and the sense of perceived ease of use can be improved indirectly. • The improved computer self-efficacy for knowledge map-based group is even more significantly not only related to learning performance of ADO.NET programming, but also extent to improve the learning performance of other software applications