Document Details
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Document Type |
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Thesis |
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Document Title |
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The Effect of The Interaction Between Control Style and Advanced Organizer Mode in the Multimedia Computer Programs on Developing of Creative Thinking أثر التفاعل بين أسلوب التحكم ونمط المنظم التمهيدي في برامج الكمبيوتر متعددة الوسائل على تنمية التفكير الابتكاري |
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Subject |
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Multimedia |
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Document Language |
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Arabic |
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Abstract |
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ٍIntroduction:
The Arab society is currently witnessing a rapid change in all spheres, and in the pedagogical field specifically as a result of a revolution in both fields of information and education. This resulted in the appearance of new technological tools which are used in activating both learning and educating processes.
The pedagogical system includes a number of sciences such as Methodology and Methods of Teaching, Principles of Pedagogy and Education Technology. Each and every science, within the pedagogical system, effects and affects each other, thereby pointing to the fact of mutual interactive relationships existing between these sciences in order to realize the pedagogical purposes.
Of these mutual interactive relationships in the pedagogical system is the relation between the science of education technology and psychology. The potentials of education technology could be used in developing the creative thinking of the learners.
The modern concept of educational technology connotes that it is a method of thinking, hence, the first depends on the latter and is therefore an integral and inseparable component of it. Learners take organized steps during the learning process and during acquiring new experiences hence leading to self enhancement and self development. After acquiring these experiences, learners can exist like other educated human beings. Therefore, education technology is clearly related to creative thinking and can be adopted as a method of life. The extent of the achieved objectives of the educational system and the quality and quantity of these objectives as well as the degree of their authenticity can be considered a definition of creativity as a definitive outcome. On the other hand, when we mention that education technology progresses in organized, mutually interactive steps and the extent of the achieved objectives, we are thereby discussing creativity as a mental process.
Despite the fact that the role played by the computer in developing creative thinking is relatively new, it is of great significance. Computers are used in assisting learners to develop new methods of thinking which could help them during their education in different situations which require logic, analysis, inference and in turn creativity.
With the rapid development in the potentials of computer software, various multi media software programs have been produced and have participated to a great extent in developing the methods of learning and education as these programs present a flexible educational environment which allow the opportunities of roaming within the educational environment and of discovering what the learners need to acquire and of being in the process of continuous thinking until they reach their objectives, hence leading to the enhancement of the capabilities of their creative thinking.
The Problem:
After reviewing the various studies and researches which have tackled the variables of this research, it was revealed that the number of studies and researches related to gauging the effect of the variables in designing and producing multi media computer programs and in developing the potentials of creative thinking is scarce. Therefore, the study at hand is concerned with studying the effect of interaction between the styles of instructional control (learner control, learner control with advisement) and the advanced organizer mode (concepts map with animated images – concepts map with animated graphics) in the multimedia computer programs which cater towards developing the ability of creative thinking. (fluency – flexibility – originality)
The researcher also observed, through his participation in teaching the practical component of the computer syllabuses and by reviewing various multimedia software programs that a number of programs have employed the program control style and others have employed the learner control style whereas others have made use of the learner control style with advisement. This points to the existence of differences in employing the control style within the program itself and without being supported by a scientific proof. This also applies to advanced organizers as there is a difference in reviewing the advanced organizer mode; Some programs use the audio mode while others use the visual mode whereas others do not employ the advanced organizer at all; thereby attaining the most appropriate interactive image between the control style and the advanced organizer mode and their effect on the developing of the ability of creative thinking. (fluency – flexibility – originality)
Research Questions:
The research problem can be phrased in the following primary question :-
What is the effect of interaction between the style of instructional control (learner control, learner control with advisement) and the advanced organizer mode (concepts map with animated images – concepts map with animated graphics) in the multi media software programs which cater towards developing the ability of creative thinking. (fluency – flexibility – originality)
The primary questions branches off to the following research questions :-
- What is the effect of variation of the control Style (learner control – learner control with advisement) on the process of achievement?
- What is the effect of variation in Advanced organizer Mode (concepts map with animated images – concepts map with animated graphics) on the process of achievement?
- What is the effect of interaction between the control Style and Advanced organizer Mode on the process of achievement?
- What is the effect of variation of the control Style (learner control – learner control with advisement) on the developing of the ability of creative thinking?
- What is the effect of variation in Advanced organizer Mode (concepts map with animated images – concepts map with animated graphics) on developing the ability of creative thinking?
- What is the effect of interaction between the control Style and Advanced organizer Mode on developing the ability of creative thinking?
- To what extent is there a correlation between the process of achievement and the ability of creative thinking?
Objectives:
This study aims at achieving the following issues :-
- To define the most appropriate control style of multimedia computer programs and their effect on the process of achievement.
- To define the most appropriate Advanced organizer Mode of the multimedia computer programs and its effect on the process of achievement.
- To define the most appropriate interactive method between the control style and Advanced organizer Mode of the multimedia computer programs and their effect on the process of achievement.
- To define the most appropriate control style of the multimedia computer programs and their effect on developing the ability of creative thinking. ( fluency – flexibility – originality).
- To define the most appropriate Advanced organizer Mode of the multimedia computer programs and their effect on developing the ability of creative thinking. ( fluency – flexibility – originality).
- To define the most appropriate interactive method between the control style and Advanced organizer Mode of the multimedia computer programs and their effect on developing the ability of creative thinking. ( fluency – flexibility – originality).
- To study the relationship between the process of achievement and the ability of creative thinking.
Significance:
- Recognizing certain scientific and pedagogical standards which need to be considered when multimedia computer programs are designed and produced.
- Benefiting from the potentials of multimedia computer programs in developing the ability on creative thinking.
- The outcomes of the study at hand may be used in as a criteria to evaluate the multimedia computer programs and specifically those concerned with the instructional control style and the advanced organizer mode.
- Opportunities may be available for other researches associated with the variables of designing multimedia computer programs and measuring the effect on developing the higher mental faculties in general and the abilities of creative thinking in particular.
Hypotheses :
- There are significant statistical differences at the level of 0.05 among the averages of students' grades in the achievement test. These can be referred to variations in the control style (learner control, learner control with advisement) in favor of control learner with advisement.
- There are no significant statistical differences at the level of 0.05 among the averages of students' grades in the achievement test. These can be referred to variations in advanced organizer mode (concepts map with animated images – concepts map with animated graphics)
- There are no significant statistical differences at the level of 0.05 among the averages of students' grades in the achievement test. These can be referred to interaction between the control style and advanced organizer mode.
- There are no significant statistical differences at the level of 0.05 among the averages of students' grades in the test for the ability of creative thinking (fluency – flexibility – originality). These can be referred to variations in the control style (learner control, learner control with advisement) .
- There are no significant statistical differences at the level of 0.05 among the averages of students' grades in the test for the ability of creative thinking (fluency – flexibility – originality). These can be referred to variations in advanced organizer mode (concepts map with animated images – concepts map with animated graphics)
- There are no significant statistical differences at the level of 0.05 among the averages of students' grades in the test for the ability of creative thinking (fluency – flexibility – originality). These can be referred to the interaction between the control Style and advanced organizer mode.
- There is no correlation of significant statistical differences at the level of 0.05 among the averages of students' grades in the achievement test and the test for the ability of creative thinking.
Research Limitations:
The research at hand was limited to the following issues:
- Designing an educational unit entitled " Innovations in education technology for the blinds" for students of the Technology Education Department of Special Education.
- Studying two styles of the control styles and two modes of the advanced organizers and evaluating their effect on achievement and the ability for creative thinking.
- The individual learning method with the help of the computer was employed in teaching the scientific content of the programs.
- Four multimedia computer programs were designed comprising the same content using Director Ver. 8. An IBM compatible computer was used.
- Four experimental groups were used and the sample users were randomly distributed.
Research Methodology and Research Procedures :
The researcher followed the experimental methodology to verify the research hypotheses and to find the proper solutions to the research questions.
Research Variables:
The research comprises the following variables:-
A. Independent Variables: This includes the Control style and advanced Organizer mode.
1) Control Style:
- Learner control. - Learner control with advisement.
2) Advanced Organizer mode:
- concepts map with animated images – concepts map with animated graphics.
B. Associated Variables:
1) Achievement.
2) Abilities of Creative Thinking. They are as follows:
- Fluency - Flexibility - Originality
Research Sample:
The research sample is taken from students from the Department of Education Technology in Special Education in the Faculty of Specific Education, Ain Shams University. The sample was randomly divided into four experimental groups.
Research Tools:
- Achievement Test prepared by the researcher in an educational unit entitled " Innovations in education technology for the Blinds" .
- Test for evaluating the ability for creative thinking (fluency – flexibility – Originality) prepared by the researcher in an educational unit entitled " Innovations in education technology for the Blinds" .
- A questionnaire to collect experts' viewpoints regarding the worth and efficiency of the objectives of the educational unit and its scientific content to evaluate its usability and application.
- A questionnaire to collect experts' opinions regarding the efficiency of the common scenario of the programs.
The experimental treatment materials:
The experimental treatment materials included four multimedia computer programs dealing with an educational unit entitled " Innovations in education technology for the Blinds" designed and developed by the researcher in the light of the characteristics and specifications of multimedia computer programs and in the light of the research variables. Hence, the four programs (experimental treatment material) were identical in their educational objectives and content but were different in their control style and advanced organizer mode as each program handled one of the four experimental treatments.
Research Procedures:
The research procedures can be summarized as follows :-
- To carry out an analytical survey covering previous studies and researches as well as the references that are related to the research topic. The aim was to define the theoretical outline and recognize the basic elements for designing and producing multimedia computer programs.
- To design the scientific content of the educational unit and reformulate it to cater to and emphasize the objectives of this unit. The aim was also to highlight the degree of correlation between the content and the objectives.
- To prepare and authorize the achievement test of the educational unit to appear in its finalized form.
- To prepare and authorize a test to evaluate the ability of creative thinking related to the educational unit to appear in its finalized form.
- To design and authorize the common scenario of educational programs then to modify it to appear in its finalized form.
- To produce educational computer programs According to the research variables and authorize them after being reviewed by experts.
- To apply on a pilot sample to modify any observations concerning the programs that are mentioned by the users.
- To select the main sample and to divide them randomly into experimental groups.
- To pre-apply the test of the ability for creative thinking and the Achievement Test on experimental groups before presenting the programs.
- To conduct the main experiment of the research, in other words, to apply the experimental treatment material on members of the experimental groups.
- To post-apply the test of the ability for creative thinking and the Achievement Test on experimental groups after presenting the programs.
- To assess the affiliated variables:
Assessing achievement and the abilities of creative thinking (fluency - flexibility – Originality) by measuring the difference between grades of the pre and post tests of each student.
- To check the accuracy of the hypotheses after conducting the appropriate statistical treatments.
- To arrive at, discuss and elucidate the results of the research.
- To present the suggested research recommendations According to its conclusions.
Research Results:
First: Results related to achievement:
- There are significant statistical differences at the level of 0.05 among the averages of students' grades in the achievement test. These can be referred to variations in the control style (learner control, learner control with advisement) in favor of the control style of the learner with advisement.
- There are significant statistical differences at the level of 0.05 among the averages of students' grades in the achievement test. These can be referred to variations in Advanced organizer Mode (concepts map with animated images – concepts map with animated graphics) in favor of concepts map with animated images
- There are significant statistical differences at the level of 0.05 among the averages of students' grades in the achievement test. These can be referred to interaction between the control style and the Advanced organizer Mode.
Second: Results related to creative thinking:
- There are significant statistical differences at the level of 0.05 among the averages of students' grades in the test for the ability of creative thinking (fluency – flexibility – Originality). These can be referred to variations in the control style (learner control, learner control with advisement) in favor of learner control with advisement .
- There are significant statistical differences at the level of 0.05 among the averages of students' grades in the test for the ability of creative thinking (fluency – flexibility – Originality). These can be referred to variations in Advanced organizer Mode (concepts map with animated images – concepts map with animated graphics) in favor of concepts map with animated images
- There are significant statistical differences at the level of 0.05 among the averages of students' grades in the test for the ability of creative thinking (fluency – flexibility – Originality). These can be referred to interaction between the control style and Advanced organizer Mode.
Third: Results related to the relation between achievement and creative thinking:
- There is a correlation of significant statistical differences at the level of 0.05 among the averages of students' grades in the achievement test and the test for the ability of creative thinking.
Research Recommendations:
- The necessity to activate the educational strategies which focus on developing higher mental faculties in general and creative thinking in particular as well as the necessity to avoid the employment of educational strategies depending on memorizing and retrieval of information.
- The necessity to rely on multimedia computer programs and other educating systems which depend on computers in teaching students as they offer a flexible educational medium allowing learners to discover what they need to learn. They also allow continuous thinking until learners attain their objectives which consequently leads to developing their creative thinking abilities.
- When designing and producing multimedia computer programs, the style of learner control with advisement , with Advanced organizer Mode (concepts map with animated images) should be used as research results at hand show the efficiency of such treatments in developing creative thinking.
- The necessity of supplementing learners with the culture of using educational strategies which cater to enhancement of all kinds of thinking. That could be achieved through training courses which would be prepared with the objective of realizing this objective.
- Curriculums of the Faculties of Education and the Faculties of Specific Education should include syllabuses pertaining to teaching all types of thinking.
- Scientific researches in the fields of education technology should be directed to deal with developing higher mental faculties in general and creative thinking in particular and should not be restricted to evaluating achievement.
Suggested Researches :
- Conducting similar studies to be applied on other samples. The outcomes of these studies may differ from the current study due to the difference in the factors of age or experience or motivation or the cognitive method.
- Conducting studies dealing with other variables in designing and producing multimedia computer programs to gauge their effect on enhancing creative thinking.
- Conducting studies related to models and theories of instructional designing and the relationship to developing creative thinking.
- Conducting studies concerned with the extent of the reliability of Internet based education systems and their effect on developing creative thinking.
- Conducting studies to estimate the reliability of Intelligent Tutoring systems and their effect on developing creative thinking.
- Conducting studies which elucidate the feedback received during learning and its association with correction of faults and direction of learners to the right track within the educational program. These studies may also highlight the effect on augmenting the chances of interaction between the learners and the educational program which would eventually lead to developing the ability of creative thinking. |
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Supervisor |
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Prof. Dr. |
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Thesis Type |
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Doctorate Thesis |
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Publishing Year |
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1429 AH
2008 AD |
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Number Of Pages |
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346 |
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Co-Supervisor |
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Prof. Abd elbadeea Mohamed Salim. |
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Added Date |
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Saturday, December 25, 2010 |
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Researchers
| حلمى مصطفى حلمى | helmy, helmy mostafa | Researcher | Doctorate | hmoota@yahoo.com |
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