TY - GEN
T1 - Instructional simulations for teaching high school computer science concepts
T2 - 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, DIGITEL 2010
AU - Chen, Ming Puu
AU - Chiu, Chiung Hui
AU - Wu, Cheng Chih
PY - 2010
Y1 - 2010
N2 - The Experiential-based Learning of Computer Science (ELCS) was employed as a pedagogical framework for instructional simulation design supporting high school students to learn abstract concepts of computer science. ELCS aims to provide teachers and high school learners with flexible-to-adopt, ease-of-use, from-concrete-to-abstract, and from-observation-to-experimentation digital materials on computer science concepts and to fulfill the High School Computer Curricula of Taiwan 2010. Various types of digital media, such as graphics, pictures, animations, simulations, instructional games, etc., were employed to implement four types of learning objects, including examples of concrete experiences, contexts for reflective observation, conceptual models for abstract conceptualization and contexts for active experimentation. A quality evaluation of content expert review revealed that the design of ELCS instructional simulations were appropriate for learning computer science concepts as measured from the perspective of technology acceptance. Further efforts were suggested to examine the effectiveness of types of instructional simulations for the target learners.
AB - The Experiential-based Learning of Computer Science (ELCS) was employed as a pedagogical framework for instructional simulation design supporting high school students to learn abstract concepts of computer science. ELCS aims to provide teachers and high school learners with flexible-to-adopt, ease-of-use, from-concrete-to-abstract, and from-observation-to-experimentation digital materials on computer science concepts and to fulfill the High School Computer Curricula of Taiwan 2010. Various types of digital media, such as graphics, pictures, animations, simulations, instructional games, etc., were employed to implement four types of learning objects, including examples of concrete experiences, contexts for reflective observation, conceptual models for abstract conceptualization and contexts for active experimentation. A quality evaluation of content expert review revealed that the design of ELCS instructional simulations were appropriate for learning computer science concepts as measured from the perspective of technology acceptance. Further efforts were suggested to examine the effectiveness of types of instructional simulations for the target learners.
KW - Instructional simulation
KW - Learning computer science
KW - Technology acceptance
UR - http://www.scopus.com/inward/record.url?scp=77953735290&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77953735290&partnerID=8YFLogxK
U2 - 10.1109/DIGITEL.2010.46
DO - 10.1109/DIGITEL.2010.46
M3 - Conference contribution
AN - SCOPUS:77953735290
SN - 9780769539935
T3 - DIGITEL 2010 - The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning
SP - 216
EP - 218
BT - DIGITEL 2010 - The 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning
Y2 - 12 April 2010 through 16 April 2010
ER -