University of Illinois Urbana-Champaign

Incorporation of interactive multimedia software in postsecondary plant materials courses

Zampardo, Mark Edward

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https://hdl.handle.net/2142/22744

Description

Title
Incorporation of interactive multimedia software in postsecondary plant materials courses
Author(s)
Zampardo, Mark Edward
Issue Date
1996
Doctoral Committee Chair(s)
Kling, Gary J.
Department of Study
  • Education, Agricultural
  • Education, Technology of
  • Computer Science
Discipline
  • Education, Agricultural
  • Education, Technology of
  • Computer Science
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
  • Education, Agricultural
  • Education, Technology of
  • Computer Science
Language
eng
Abstract
An integrated teaching system was developed and tested on students enrolled in a woody landscape plants identification course. A Microsoft Windows-based system incorporated high quality digital images and text in an interactive computer environment. The goal of the software program was to enhance retention of course material through the use of large numbers of images along with accompanying text and a variety of special features. In alternating 4-week periods of time, one half of the students in class were randomly selected and given password access to the software. The other half served as a control group. All students continued to receive traditional lecture and laboratory presentations of the material, including weekly lectures with photographic slide coverage of each plant. The exams incorporated material from lectures and labs and included slide images from which students were to identify the plant taxa. The study examined the relationship between time on the computer and test scores. Early results indicated no significant difference between the treatment and control group test scores. Modifications to the experiment which gave students clear goals on the use of computer aided instruction (CAI) resulted in the improvement of their test scores on the second experiment. Results showed that increased time on the computer was positively correlated with increased test scores. Although mean written exam scores and mean identification test scores were higher for students that spent 60 minutes or more on CAI than for control students, the differences for the treatment group as a whole were not statistically significant.
Type of Resource
text
Permalink
http://hdl.handle.net/2142/22744
Copyright and License Information
Copyright 1996 Zampardo, Mark Edward

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