Does collaborative hypertext support better engagement in learning of the basics in informatics?

Makkonen, Pekka

doi:10.1145/268809.268857

Cited by 8 publications

(3 citation statements)

References 10 publications

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“…For learning to take place, multimedia presentations should engage their audiences (Webster & Ho, 1997; Jacques et al, 1995) and educators should critically engage students with technology in the classroom (Salvo, 2002). Indeed, researchers speak of “designing engagement” (Hull & Reid, 2003) and achieving a “depth of engagement” (Makkonen, 1997) with computer applications. The fervor of discussion about engagement suggests that engaging interactions are sought after by both users and developers of computer systems and applications.…”

Section: Literature Reviewmentioning

confidence: 99%

What is user engagement? A conceptual framework for defining user engagement with technology

O'Brien

Toms

2008

J. Am. Soc. Inf. Sci.

1,115

844

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The purpose of this article is to critically deconstruct the term engagement as it applies to peoples' experiences with technology. Through an extensive, critical multidisciplinary literature review and exploratory study of users of Web searching, online shopping, Webcasting, and gaming applications, we conceptually and operationally defined engagement. Building on past research, we conducted semistructured interviews with the users of four applications to explore their perception of being engaged with the technology. Results indicate that engagement is a process comprised of four distinct stages: point of engagement, period of sustained engagement, disengagement, and reengagement. Furthermore, the process is characterized by attributes of engagement that pertain to the user, the system, and user-system interaction. We also found evidence of the factors that contribute to nonengagement. Emerging from this research is a definition of engagement a term not defined consistently in past work as a quality of user experience characterized by attributes of challenge, positive affect, endurability, aesthetic and sensory appeal, attention, feedback, variety/novelty, interactivity, and perceived user control. This exploratory work provides the foundation for future work to test the conceptual model in various application areas, and to develop methods to measure engaging user experiences.

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Section: Literature Reviewmentioning

confidence: 99%

What is user engagement? A conceptual framework for defining user engagement with technology

O'Brien

Toms

2008

J. Am. Soc. Inf. Sci.

1,115

844

View full text Add to dashboard Cite

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“…Diferentes autores (Makkonen, 1998;Kaynama & Keesling, 2000;Jonassen & Reeves (1996) afirman que una aplicación multimedia se considera un elemento que facilita que la persona construya su propio conocimiento .…”

Section: Figura 1 Características Que Favorecen El Aprendizaje En Enunclassified

Modelos Constructivistas de Aprendizaje en Programas de Formación

Torre

Vidal

2017

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“…There has been, on the other hand, an increase of activity in this area. For example, during the ITiCSE'97 conference, Goldberg reported on a study that looked at the difference between first and third year students in their reaction to educational technologies [46] and Makkonen described an experiment with the use of collaborative hypertext in the classroom [66].…”

Section: Assessment and Evaluationmentioning

confidence: 99%

Historical perspectives on the computing curriculum (report of the ITiCSE '97 working group on historical perspectives in computing education)

Goldweber

Impagliazzo

Bogoiavlenski

et al. 1997

The Supplemental Proceedings of the Conference on Integrating Technology Into Computer Science Education: Working Group Reports

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innovations in curriculum or pedagogy.Computing has become a diverse and multi-faceted discipline. It is imperative that computing curricula evolve so that they will effectively convey this breadth. An awareness of the societal implications of computing must also be at the core of all computing curricula.Furthermore, we observe that new computing curricula must be responsive to change, that pedagogy must be informed by reasoned judgment, and that educators function as reflective practitioners. This requires educators to respond appropriately to market pressures and technological innovations. This paper investigates some of the components of the discipline's evolving computing curricula from a variety of historical perspectives.Many institutions, departments, and programs of study introduce innovations into the computing curriculum on a trialand-error basis. In doing so, they learn which innovations are useful and which are not. However, in the haste to do something new or adopt some current fad, educators sometimes overlook adverse impacts of the innovations. Computing breakthroughs, when applied without the proper balance of idea versus application, can be costly. This paper reflects the exchange of ideas among educators on how innovations affect the computing curriculum and classroom. It focuses primarily on the broad philosophical issues of a computing curriculum.The working group members identified and evaluated the status and trends of the computing curriculum. Historical facts and research findings were used to delineate the negative and positive aspects of an innovation. The members of the working group engaged in a pedagogic dialog on the topics researched. They focused their thinking toward the curricular issues and arrived at a consensus toward each issue. The working group achieved its goal to produce a document that would serve as a starting point for a discussion or project that includes innovations in the computing curriculum.

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Does collaborative hypertext support better engagement in learning of the basics in informatics?

Cited by 8 publications

References 10 publications

What is user engagement? A conceptual framework for defining user engagement with technology

What is user engagement? A conceptual framework for defining user engagement with technology

Modelos Constructivistas de Aprendizaje en Programas de Formación

Historical perspectives on the computing curriculum (report of the ITiCSE '97 working group on historical perspectives in computing education)

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