Home PublicationsJRTEPast IssuesVolume 27 Number 1

Edited by Dennis W. Spuck and William C. Bozeman

formerly Journal of Research on Computing in Education

Volume 27 Number 1 -- Fall 1994

Table of Contents

A University Timetabling System Based on Graph Colouring
and Constraint Manipulation
E. K. Burke, D. G. Elliman, and R. Weare 1


Distance Teaching of Informatics: Motivations, Means, and
Alternatives
Gintautas Grigas 19


Research-Based Guidelines for Computer-Based Instruction
Development
Richard C. Overbaugh 29


The Effectiveness of Computer Applications: A Meta-Analysis
Ahmad Khalili and Lily Shashaani 48


Student and Teacher Perceptions of Courseware
Geoff Ring 62


The Effects of Simulation Complexity and Hypothesis-
Generation Strategy on Learning
James Quinn and Stephen Alessi 75


The Effects of Various Information Resources on Learning From
a Hypertext Bilingual Lexicon
Steven Tripp and Warren Roby 92


Young ChildrenÕs Preferred Option and Efficiency of Use of
Input Devices
Nola Alloway 104

Special Education and Virtual Reality: Challenges and
Possibilities
David A. Powers and Melissa Darrow 111

Book ReviewÑThe ChildrenÕs Machine, by Seymour Papert
Reviewed by Mary S. Anderson and Paul Paquin 122

Abstracts
A University Timetabling System Based on Graph Colouring and
Constraint Manipulation
E. K. Burke, D. G. Elliman, and R. Weare
University of Nottingham

Abstract
The problem of constructing an automated system for use with
timetabling is particularly well known. Many programs exist
for this task, but they perform well only in particular,
isolated environments. Currently being developed is a general
system that will be able to cope with the ever-changing
requirements of large educational institutions. This article
presents a description of the methods and techniques behind
such a system. Graph colouring and room allocation algorithms
are presented, and ways of combining the two to provide a
basis for a flexible and widely applicable timetabling system
are shown. This article also describes how several common
timetabling features can be handled within the system. The
problems of intractability are overcome by producing a
spreadsheet-type system that the user can guide in an
informed and useful way. This gives the user control of the
search and offers the possibility of backtracking where no
reasonable solution is found, while still letting the
heuristic algorithms do the hard work. Such an approach
cannot guarantee an optimal solution, but it can guarantee a
solution with which the user is happy. It is assumed that any
user addressing a timetabling problem in a university
environment has some idea of the timetable required and is
qualified to judge whether a solution is suitable.
Distance Teaching of Informatics: Motivations, Means, and
Alternatives
Gintautas Grigas
Institute of Mathematics and Informatics, Lithuania

Abstract
Teaching of informatics, especially distance teaching of
informatics by electronic mail (e-mail), is discussed.
Informatics is more than simply a computer science, because
it includes some aspects of communication between people,
too. Different means of communication between a teacher and a
student, as well as between peers, are analyzed. The
suitability of various modes of communication for distance
teaching of two main parts of informaticsÑalgorithmization
(problem solving) and programmingÑas well as pedagogical and
economic criteria, is discussed. Differences between teaching
of informatics and other school subjects are considered.
Research-Based Guidelines for Computer-Based Instruction
Development
Richard C. Overbaugh
Old Dominion University

Abstract
The current generation of authoring systems provides tools
for nonprogrammers to create software. This article provides
guidelines for educators who wish to design custom software
to meet either their own or otherÕs needs. Many instructional
design theories and related computer-based empirical research
findings are merged into a prescription for the most
important facet of courseware developmentÑinstructional
design. The instructional design process, based on GagneÕs
nine events of learning, is broken into four domains: (a)
instructional set, (b) teaching strategies, (c) student
performance, and (d) issues unique to computer-based
instruction.
The Effectiveness of Computer Applications: A Meta-Analysis
Ahmad Khalili
Marshall University
Lily Shashaani
Duquesne University

Abstract
A meta-analysis of 36 independent studies showed that
computer applications have a positive effect on studentsÕ
academic achievement from elementary school to college. The
average effect size from 151 comparisons was .38; this
indicates that use of computer applications raised studentsÕ
examination scores by .38 standard deviation. Effects
differed as a function of the computer study feature. Effect
sizes were higher in studies that used Logo programming
language, when different teachers taught the experimental and
the control group, when treatment was applied in a period of
one to two months, and when subjects were selected from high
schools.
Student and Teacher Perceptions of Courseware
Geoff Ring
Edith Cowan University, Perth, Australia

Abstract
This study was based on the implementation by teachers and
their students of a systematic courseware review process that
involved classroom trials. It was found that there was no
significant difference between the average opinion of student
groups (classes) and their teachers concerning the overall
merit of the courseware, but that there were significant
differences within classes between the opinions of individual
students and their teachers. The two major implications for
teachers are that they should recognize the importance of
considering multiple computer-based learning strategies, and
that studentsÕ opinions regarding a courseware package should
be considered when selecting courseware.
The Effects of Simulation Complexity and Hypothesis-
Generation Strategy on Learning
James Quinn and Stephen Alessi
University of Iowa

Abstract
This study investigated learning with computer simulation as
a function of two factors: learnersÕ hypothesis-generation
strategy and simulation presentation format. Simulation
presentation format refers to whether the simulation was
presented in its most complex form initially or whether it
was presented in sections of increasing complexity. There
were three main findings. First, there was an interaction
between hypothesis-generation strategy (generating one versus
several initial hypotheses) and complexity. Breaking the
simulation into sections of increasing complexity did not
increase overall task success but did improve performance on
the section of lowest complexity for subjects generating
several hypotheses. When complexity was low, subjects were
more likely to generate several hypotheses. Second,
generating several hypotheses was helpful when the simulation
contained a variable that behaved counterintuitively. Third,
when complexity was low, subjects in the multiple-hypothesis
condition attempted to eliminate hypotheses more frequently
than those in the single-hypothesis condition.
The Effects of Various Information Resources on Learning From
a Hypertext Bilingual Lexicon
Steven Tripp
University of Kansas
Warren Roby
Washington State University

Abstract
In a series of experiments, we investigated the effects on
achievement of adding various types of information to a
hypertext dictionary. Earlier experiments looked at orienting
and mnemonic visuals. To reinforce previous findings and to
gain more information about learning from a
hypertext/hypermedia dictionary, we added sound to our
software and studied 76 subjects. These data were combined
with data from 80 subjects who participated in a previous
study, to give a final N of 156. It was our hypothesis that
the encoding of two sources of information (graphic and
phonic) should allow better retrieval of vocabulary because
of the greater number of access routes. In general, the audio
channel is an available but unused medium of communication,
and its value should be explored. Results indicated that
previous findings were reliable but that simple audio
resources had no significant effect (p ² 0.4) on retention of
vocabulary. We discuss results and offer explanations as to
why audio had no effect.
Download the full article (PDF, 49 KB, PDF Instructions)
Young ChildrenÕs Preferred Option and Efficiency of Use of Input Devices
Nola Alloway, James Cook University, Australia

Abstract
This article is offered as a critique of current information
on young childrenÕs efficiency of use of microcomputer input
devices and their stated preference among three commonly
available peripherals: mouse, joystick, and keyboard. While
little empirical research on such factors has been undertaken
in classroom settings, it appears that children from
preschool through third grade may experience greatest
efficiency of use of input devices in descending order of
mouse, joystick, and keyboard. While second- and third-grade
children may incorporate ÒefficiencyÓ as a selection
criterion, younger children seem to respond to other features
when selecting a device. It is argued that knowledge of
childrenÕs developing preferences as well as motor efficiency
must be accounted for in purchasing user-appropriate devices.
The choice of peripherals must ultimately accommodate the
aims of the educational program.
Special Education and Virtual Reality: Challenges and Possibilities
David A. Powers and Melissa Darrow
East Carolina University

Abstract
Virtual reality is an emerging technology with a wide range
of potential applications. As problems of cost, size, and
performance are overcome, virtual reality is being used in
medicine, chemistry, architecture, interior design, the
military, space exploration, and robotics. There are powerful
potential applications for this technology in programs and
services for persons with disabilities. These applications
include modeling, flexible instructional design, realistic
training environments, robotics, vicarious sensory
experiences, concretion, stimulus control, and training in
orientation and mobility. The extent to which these potential
uses of virtual reality are realized, however, depends on the
willingness of special educators to become knowledgeable
about the technology and serve as advocates for its research
and development in special education.
The ChildrenÕs Machine
by Seymour Papert
Basic Books, New York, 1994
Hard cover, 225 pages, ISBN 0-465-010-636, $22.50
Reviewed by Mary S. Anderson and Paul Paquin
BOOK REVIEW

A PDF file of each full article is available. Contact: jrte@iste.org. Please specifiy Volume and Issue number and article name.

Copyright © 1994, ISTE (International Society for Technology in Education). All rights reserved.