Summary of Two articles
And compression and Summary for the article
(The Effects of single – and Multiple – window Presentation on Achievement During Computer-Based instruction) by Larry A Benshoof and Simon Hooper, University of Minnessota.
According to the Parallel Instruction theory (Min).
Introduction
The first article (Parallelism in open learning and working environments) built on the idea that using multimedia in open learning environments is the use of Monitors, and explained that the using of Television and Video equipment is extremely suitable of one way message. Pictures and images are presented but disappear as soon as other pictures are presented, a certain short and long memory is required as well as the interoperation of the data and so it remains a linear medium.
He said the Interactive working environment such as instruction program, learning programs, and self-organizing learning environments require different techniques and methods of presentation on the monitor. Taking notes behind using Interactive working environments mean that we should not believe that everything could be done with electronic materials. Because note-taking helps users for organizing their learning processes. Current technology finds it difficult to provide an electronic note-taking facility in parallel with the processes taking place on the monitor.
In the learning environments the note-taking problem appeared as well in the CAI and CBT because they are characterized by classical ‘programmed instruction’. That the information appears on the screen and replaces the pervious information that disappears. And the learner should need a good memory or has to take notes. The arrival of multimedia does not solve the problem because the user tries to use more than the electronic media has to offer, to solve these problems by using parallel instructions, because they notice the human beings retrieve parallel information and like working with the lots of thing in view.
Parallelism
The author said that the linear media and boring lessons from the teacher are one-way situations while learning environments have two-way potential. Good learning environments require parallel instruction. Gave two examples. The first example in the geography class where teacher is talking about the country and the pupils have books, the map is visible, and many various pieces of equipment from that country are visible in glass, and second example is the Walkman example. Where the guide supplied at the entrance.
Parallel instruction theory.
Instruction Theory for simulation, the Pi-theory, supposes that for simulation environment s the need for instruction is great but parallelism is essential. Open learning environments for simulation failed without or with poorly shaped instructions.
The author and his friend developed system for designing simulation programs with many parallel windows. And they found that the paper instruction materials remained a decisive factor.
The author accidentally found that the multi-tasking operating system was extremely useful for educational computer simulation programs in two respect, the system allows the simulation part to be made with simulation tools, the instruction part made by cheap authoring tools, and the it allows a certain measure of a synchronic working, as with paper instruction material.
The Pi –theory tries to explain why certain learning environments do not result in good learning behavior whereas other do. It is theory about shaping instruction with simulation.
Multi tasking operating systems very helpful to design a simulation and open learning environment according to Pi-theory, because it support the multi tasking and can open many windows and provide the students with parallel instruction.
In the second research paper (Parallel Instruction: a theory for educational Computer Simulation) the researcher gave more explanation about his theory and how learners or trainees can see both the simulated world and the instruction materials, with more focusing on the MacTHESIS philosophy.
The MacTHESIS philosophy
The MacTHESIS philosophy is the design; teacher and learning environments each have their own characteristic design parameters and simple human-computer instruction. And listed a number of a series of elements should be present in a complete simulation learning environment (graphical output, underlying mathematical models, event-driven programs, an instruction or help program, a multi windowing environment, teaching materials, model-driven message, imbedded in turnkey hardware). And he said that all these elements should be parallel.
The parallel instruction theory based on the concept that the simulation environment every thing should be in view.
The article gave more information about how MacTHESIS developed according to PI theory and how solved some problems in the earliest simulations, like creating an extra windows instead of giving a separate textbook with or without loose worksheets. And how the researcher and his student developed a simulation program for chemical multinational in the Netherlands with help and support from multi-tasking operating system according to his PI theory.
The main purpose of educational computer simulation is to help students to construct mental models of dynamic processes.
A complete learning environment with computer simulations should provide, parallel to the core simulation, instructional possibilities on the other elements of the dynamic process. This instruction should include:
This instruction should always be accessible to students, because of the nature of simulations.
Researcher said using the parallel instructional theory and the MacTHESIS system would yield optimal results.
According to Rik Min PI theory I will try to summary and discuss the article that written by Larry A Benshoof and Simon Hooper, University of Minnessota (The Effects of single – and Multiple – window Presentation on Achievement During Computer-Based instruction).
The study of Benshoof and Hooper investigated the effects of using single and multiple-window presentation on achievement and window use. A total of 123 fourth were classified as high or low ability according to performance on a pre-test and assigned to one of two treatment s: single window or multiple window.
Min, Benshoof and Hooper agreed that the (multiple window environment have became increasingly popular as a means of interacting with computer) Tombaaugh, Lickorish, & Wirght, 1987. Alternatively, a window may also serve as an external memory.
They agree that (the use of a window as an external memory is important when users need to integrate information from a secondary file, monitor changes in a secondary process while performing a primary process, or transfer information from one location to another.
Multiple-window environment may alleviate some of the capacity limitations that young children experience when using computers.
Multiple windows are generally used to present information in one of two ways. Overlapping window can be stacked on the screen like pieces of paper. Tiled windows are always visible and do not overlap other windows.
In addition to windows presentation style, window location plays an important part in system functioning. Aapillaga(1999) looked at the effect of information location on learning a foreign language. The study compared the effects of displaying text overlapping a related part of a graphic image with displaying text at consistent location. In one treatment written material overlapped a relevant characteristic of a picture; in the second, text was consistently placed on the upper middle section of the screen, in the third, text was randomly placed in the upper-middle section of the screen, the bottom middle bottom of the screen, or overlapping a relevant characteristic of a picture. Result indicted that information that overlaps a relevant part of a graphic significantly facilitates transfer of learning when compared to information placed in random location. Furthermore, information placed consistently on the screen significantly facilitates learning compared to information that is randomly placed.
The purpose of the present study was to investigate the effects of single-and multiple-window displays on the achievement of fourth grade students during computer-based instruction by applying research based window design guidelines. The achievement of high and low –ability students was compared in single and multiple window treatments.
Pre-test contained 34 items dealing with the four basic mathematical operations, and the instruction was presented in the form of game. Tow versions of the software were developed: single and multiple windows. The content was identical except two for the presentation methods. Two sources of information were available in the lesson, the main window and a help window. The main window included the problem and answer spaces, while the help window displayed the symbols and their meanings.
The multiple window treatment could present two sources of information simulation simultaneously. That is the multiple windows were tiled, and information on the main window was not covered by the help window.
The result of this study was student in the single window treatment scored higher than those in the multiple window treatment, and high-ability students scored higher than low-ability students on all post-test measures. The single-window treatment did not benefit all students.
Shaban Guma
Enschede 19/02/2002