Use Game Based Interactive Multimedia Modules to Learning Basic Concepts on Courses for Computing Science

• Autorzy: Kuk K. , Spalevic P. , Trajcevski Z.

Warianty tytułu

PL

Wykorzystanie interaktywnych modułów multimedialnych do nauczania technik informacyjnych

• Języki publikacji: EN

Abstrakty

EN

Interactive multimedia simulations combined with computer game elements can be successfully applied as a new type of educational resources for teaching courses for Computing Science. This works describes the examples of game based interactive modules for learning basic concepts of some teaching units chapter in the course Computer Architecture and Organization. During designing and creation of the teaching unit for game based multimedia interactive module we used one of constructivist teaching methods – concept maps.

PL

Multimedialny system symulacji w połączeniu z elementami gier komputerowych może być z powodzeniem stosowany jako nowy typ materiału do nauczania kursów Informatyki. Artykuł opisuje przykłady interaktywnych modułów do nauki podstawowych pojęć architektury komputerów. Do projektowania i utworzenia jednostki nauczania gry użyto jednej z metod nauczania - mapy koncepcji.

Słowa kluczowe

EN

interactive multimedia; computer games; Bayesian network

PL

interaktywne multimedia; gra komputerowa; sieć Bayesa

• Wydawca: Wydawnictwo SIGMA-NOT
• Czasopismo: Przegląd Elektrotechniczny
• Rocznik: 2012
• Tom: R. 88, nr 5b
• Strony: 150--153
• Opis fizyczny: Bibliogr. 10 poz., rys.

Twórcy

autor

Kuk K.

autor

Spalevic P.

autor

Trajcevski Z.

• School of Electrical Engineering and Computer Science Professional Studies, Belgrade

Bibliografia

• [1] Cañas A.J., Novak J.D., A concept map-centered learning environment. Paper presented at the Symposium at the 11th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Cyprus, 2005.
• [2] Coffey J.W., Cañas A.J., Reichherzer T., Hill G., Suri N., Carff R., et al., Knowledge modeling and the creation of el-tech: A performance support system for electronic technicians. Expert Systems with Applications, (2003), Vol 25, No. 4, 483-492.
• [3] Hay D.B., Kinchin I.M., Lygo-Baker S., Making learning visible: The role of concept mapping in higher education. Studies in Higher Education, (2008), Vol. 33, 295-311.
• [4] Novak J.D., Learning, Creating and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations, Taylor & Francis, London, 2010.
• [5] Basu A., Cheng I., Prasad M., Rao G., Multimedia Adaptive Computer based Testing: An Overview, ICME 2007 Special Session, July Beijing, (2007), 1850-1853.
• [6] Lubica S., Michal G., Otto C., Interactive animations in Microelectronics education, EWME 2008 — 7th European Workshop on Microelectronics Education, Budapest, Hungary.
• [7] Gonzalez R., Cranitch G., Jo H.J., Academic Directions of Multimedia Education, Communications of the ACM, January (2000), Vol. 43, No. 1, 89–95.
• [8] Parlangeli O., Marchigiani E., Bagnara S., Multimedia Systems in Distance Education: Effects of Usability on Learning, Journal Interacting with Computers, (1999), Vol. 12, No. 1, 37-49.
• [9] Kuk K., Prokin D., Dimić G., Stanojević B. Interactive Tasks as a Supplement to Educational Material in the Field of Programmable Logic Devices, Electronics and Electrical Engineering. – Kaunas: Technologija, (2010), No. 2(98), 63-66. [10] F. Jensen, Bayesian networks and decision graphs, Springer- Verlag, New York, 2001.