Exploration of Chinese art using a multimedia CD-ROM: Design, mediated experience, and knowledge construction
Guey-Meei Yang, The Ohio State University, United States
The Ohio State University . Awarded
This study consisted of two phases: (a) research instrument development, and (b) research instrument implementation and exploration of its effects. In the first phase, the researcher designed and produced the research instrument—the Chinese Dragons multimedia program. The Chinese Dragons program provided a constructivist, case based, and situated multimedia learning environment. When interacting with the program, users actively engaged in virtual tasks by playing the role of a news reporter assigned to write an article about Chinese dragons. They did research by exploring three artworks with the Chinese dragon motif. Since the Chinese dragon is the most pervasive symbol in Chinese culture it can serve as entry points to different venues of Chinese history and culture. Three artworks, a Han dynasty silk banner, a Qing dynasty dragon robe, and a Tang dynasty bronze mirror, were chosen to represent the different meanings of Chinese dragons.
In the second phase, the researcher studied the interactive learning experience and knowledge construction affected by the program. Fourteen students (third to ninth graders) were recruited to participate in this research. Data were collected through interviews, observations, and written documents.
The data suggests that, computers, like any other previous technology, not only facilitates students' learning experiences but also fundamentally reshapes and transforms that experience. The Chinese Dragons program, which is constructivist, situated, and case based, evidently engaged and immersed the learners in simulated contexts to build up a complex understanding of Chinese dragons through multiple cases of exploration. In addition, the organizational structure of the program appeared to impact the learners' structure for constructing their articles. Evidence of cognitive equilibration (accommodations) of the learners was observed in versions of the participants' articles about Chinese dragons (through changes in titles or content). Among the four types of knowledge transfer (i.e. duplicate, paraphrase, integration, and application, generalization and synthesis) identified in the participants' articles, the integration transfer was the least observed. In conclusion, the researcher shared and reflected on her experience of designing and implementing the Chinese Dragons program.
Yang, G.M. Exploration of Chinese art using a multimedia CD-ROM: Design, mediated experience, and knowledge construction. Ph.D. thesis, The Ohio State University.
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