Computer Based Art Learning



Computer Based Art Learning PLACEHOLDER IF USERNAME Jeanine Jones="" "[Your Name]" USERNAME Jeanine JonesJeanine Jones \* MERGEFORMATJeanine JonesEDIT 6900, Spring 2012Dr. Lloyd ReiberApril 24, 2012IntroductionToday's learners are constantly using technology through gaming systems, mobile devices and computers outside of school, yet the average classroom still relies on pen and paper lessons. In today’s classroom, educators are seeing more emphasis placed on integrating technology into their lessons. The purpose of this study is to discover firstly how technology resources are used in the visual art classroom and more importantly, how does the use of interactive educational websites increase or decrease student motivation to learn about art. By learning how students perceive interactive websites, educators can gain valuable information on how to best use these resources. This research will be focused around four main areas: How technology is integrated in the classroom, how the teacher uses technology, how does technology motivate students and what significance does technology play in learner engagement.Research StatementIn what way does the use of interactive computer based learning activities affect student involvement in art learning?Review of Related LiteratureWhen thinking about how students engage in interactive games and technology in general, we must consider how students interact with the technology and how they meet the challenges within the game. Students use their creative and critical thinking skills to solve challenges that may arise when playing games. In a study done with children playing interactive social games, students experienced flow during the course of their game, especially games that had increasingly more difficult levels ADDIN EN.CITE <EndNote><Cite><Author>Inal</Author><Year>2007</Year><RecNum>37</RecNum><DisplayText>(Inal &amp; Cagiltay, 2007)</DisplayText><record><rec-number>37</rec-number><foreign-keys><key app="EN" db-id="rzzx5fsdupfwevefprr5esszpr9pta2p0xat">37</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Inal, Yavuz</author><author>Cagiltay, Kursat</author></authors></contributors><titles><title>Flow experiences of children in an interactive social game environment</title><secondary-title>British Journal of Educational Technology</secondary-title></titles><periodical><full-title>British Journal of Educational Technology</full-title></periodical><pages>455-464</pages><volume>38</volume><number>3</number><keywords><keyword>VIDEO games &amp; children</keyword><keyword>COMPUTER games</keyword><keyword>ELECTRONIC games</keyword><keyword>NARRATIVE paradigm theory (Communication)</keyword><keyword>INTERVIEWS</keyword><keyword>SOCIAL sciences -- Fieldwork</keyword><keyword>CHILDREN &amp; the environment</keyword><keyword>SOCIAL aspects</keyword></keywords><dates><year>2007</year></dates><publisher>Wiley-Blackwell</publisher><isbn>00071013</isbn><accession-num>24826089</accession-num><work-type>Article</work-type><urls><related-urls><url>;(Inal & Cagiltay, 2007). In a survey of high school students, researchers also found that students were better motivated to learn by the new technologies they were able to use, for example, art students used Photoshop to help recreate their artworks ADDIN EN.CITE <EndNote><Cite><Author>Maria</Author><Year>2011</Year><RecNum>6</RecNum><DisplayText>(Maria, Ilias, &amp; Efstathios, 2011)</DisplayText><record><rec-number>6</rec-number><foreign-keys><key app="EN" db-id="rzzx5fsdupfwevefprr5esszpr9pta2p0xat">6</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Maria, Kampouropoulou</author><author>Ilias, Athanasiadis</author><author>Efstathios, Stefos</author></authors></contributors><titles><title>Students&apos; Views on the Use of New Technologies in Art Education: An interdisciplinary Approach to Higher Education</title><secondary-title>Review of European Studies</secondary-title></titles><periodical><full-title>Review of European Studies</full-title></periodical><pages>60-70</pages><volume>3</volume><number>1</number><keywords><keyword>ART -- Study &amp; teaching</keyword><keyword>INTERDISCIPLINARY approach in education</keyword><keyword>STATISTICS</keyword><keyword>QUESTIONNAIRES</keyword><keyword>PRIMARY education</keyword><keyword>EDUCATIONAL technology</keyword><keyword>GREECE</keyword><keyword>Art</keyword><keyword>Interdisciplinarity</keyword><keyword>New technologies</keyword><keyword>EGE Universitesi</keyword></keywords><dates><year>2011</year></dates><publisher>Canadian Center of Science &amp; Education</publisher><isbn>19187173</isbn><accession-num>63614504</accession-num><work-type>Article</work-type><urls><related-urls><url>;(Maria, Ilias, & Efstathios, 2011). Students had higher levels of satisfaction with their work and their general experience in the classroom. Both satisfaction in their work, and the ability to achieve flow are important motivators in learning. Interactive learning opportunities provide students a way to become engaged in the problem solving process both as individuals and in small groups (in gaming situations where they may have to work as a team with other players). As educators it is important that we show students how to use such learning opportunities as tools to improve our critical thinking skills ADDIN EN.CITE <EndNote><Cite><Author>Gregory</Author><Year>2009</Year><RecNum>34</RecNum><DisplayText>(Gregory, 2009)</DisplayText><record><rec-number>34</rec-number><foreign-keys><key app="EN" db-id="rzzx5fsdupfwevefprr5esszpr9pta2p0xat">34</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Gregory, Diane C.</author></authors></contributors><titles><title>Boxes with Fires: Wisely Integrating Learning Technologies into the Art Classroom</title><secondary-title>Art Education</secondary-title></titles><periodical><full-title>Art Education</full-title></periodical><pages>47-54</pages><volume>62</volume><number>3</number><keywords><keyword>Constructivism (Learning)</keyword><keyword>Educational Technology</keyword><keyword>Creative Thinking</keyword><keyword>Art Teachers</keyword><keyword>Art Education</keyword><keyword>Computers</keyword><keyword>Educational Environment</keyword><keyword>Educational Change</keyword><keyword>Models</keyword><keyword>Learning Strategies</keyword><keyword>Interdisciplinary Approach</keyword><keyword>Cooperation</keyword><keyword>Teacher Leadership</keyword><keyword>Student Motivation</keyword><keyword>Alaska</keyword><keyword>Virginia</keyword><keyword>No Child Left Behind Act 2001</keyword></keywords><dates><year>2009</year></dates><publisher>Art Education</publisher><isbn>0004-3125</isbn><accession-num>EJ871996</accession-num><urls><related-urls><url>;(Gregory, 2009). Regardless of how we personally feel about video games and interactive websites, our students are using them. These learning situations provide optimal opportunities for educators to relate what they do while gaming to skills they can use in the classroom. Games provide the perfect opportunity to have students learn when they think they are just playing ADDIN EN.CITE <EndNote><Cite><Author>Hoffmann</Author><Year>2009</Year><RecNum>40</RecNum><DisplayText>(Hoffmann, 2009)</DisplayText><record><rec-number>40</rec-number><foreign-keys><key app="EN" db-id="rzzx5fsdupfwevefprr5esszpr9pta2p0xat">40</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Hoffmann, Leah</author></authors></contributors><titles><title>Learning Through Games</title><secondary-title>Communications of the ACM</secondary-title></titles><periodical><full-title>Communications of the ACM</full-title></periodical><pages>21-22</pages><volume>52</volume><number>8</number><keywords><keyword>COMPUTER assisted instruction</keyword><keyword>COMPUTER games</keyword><keyword>VIRTUAL reality</keyword><keyword>EDUCATIONAL technology</keyword><keyword>EDUCATION -- Simulation methods</keyword><keyword>GUITAR Hero (Game)</keyword></keywords><dates><year>2009</year></dates><isbn>00010782</isbn><accession-num>43479953</accession-num><work-type>Article</work-type><urls><related-urls><url>;(Hoffmann, 2009). They don’t often recognize that solving challenges to go to the next level in a game is problem solving, often on a complex level. As educators, we should use these opportunities to create optimal learning experiences.In conclusion, the research suggests that integration of technology will not only motivate students, but provide students with opportunities to create problem solving skills, higher order thinking, creativity, and become more engaged in the learning environment ADDIN EN.CITE <EndNote><Cite><Author>Ravenscroft</Author><Year>2007</Year><RecNum>41</RecNum><DisplayText>(Ravenscroft, 2007)</DisplayText><record><rec-number>41</rec-number><foreign-keys><key app="EN" db-id="rzzx5fsdupfwevefprr5esszpr9pta2p0xat">41</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Ravenscroft, A.</author></authors></contributors><titles><title>Promoting thinking and conceptual change with digital dialogue games</title><secondary-title>Journal of Computer Assisted Learning</secondary-title></titles><periodical><full-title>Journal of Computer Assisted Learning</full-title></periodical><pages>453-465</pages><volume>23</volume><number>6</number><keywords><keyword>EDUCATIONAL games</keyword><keyword>LANGUAGE &amp; education</keyword><keyword>COLLABORATIVE learning</keyword><keyword>DEVELOPMENTAL psychology</keyword><keyword>DEBATES &amp; debating</keyword><keyword>RESEARCH -- Methodology</keyword><keyword>DIALOGUE</keyword><keyword>QUESTIONING</keyword><keyword>SOFTWARE</keyword><keyword>PSYCHOLOGICAL aspects</keyword><keyword>argumentative practices</keyword><keyword>conceptual development</keyword><keyword>reasoning</keyword></keywords><dates><year>2007</year></dates><publisher>Wiley-Blackwell</publisher><isbn>02664909</isbn><accession-num>27245220</accession-num><work-type>Article</work-type><urls><related-urls><url>;(Ravenscroft, 2007). It is important that as educators we are improving our own use of technology and our use of interactive opportunities to model for our students ADDIN EN.CITE <EndNote><Cite><Author>Tillander</Author><Year>2011</Year><RecNum>2</RecNum><DisplayText>(Tillander, 2011)</DisplayText><record><rec-number>2</rec-number><foreign-keys><key app="EN" db-id="rzzx5fsdupfwevefprr5esszpr9pta2p0xat">2</key></foreign-keys><ref-type name="Journal Article">17</ref-type><contributors><authors><author>Tillander, Michelle</author></authors></contributors><titles><title>Creativity, Technology, Art, and Pedagogical Practices</title><secondary-title>Art Education</secondary-title></titles><periodical><full-title>Art Education</full-title></periodical><pages>40-46</pages><volume>64</volume><number>1</number><keywords><keyword>Web Sites</keyword><keyword>Creativity</keyword><keyword>Electronic Publishing</keyword><keyword>Educational Practices</keyword><keyword>Educational Technology</keyword><keyword>Teaching Methods</keyword><keyword>Information Technology</keyword><keyword>Aesthetics</keyword><keyword>Art Education</keyword><keyword>Art Activities</keyword><keyword>Visual Arts</keyword></keywords><dates><year>2011</year></dates><publisher>Art Education</publisher><isbn>0004-3125</isbn><accession-num>EJ935015</accession-num><urls><related-urls><url>;(Tillander, 2011). Students should be encouraged to not only engage in the interactive learning opportunities, but they should become aware of how it effects their thought processes, their involvement in problem solving and their own personal motivation to learn.Design ApproachThis research will be conducted through a qualitative case study. Two classes from the same grade level and school will be observed. By selecting classes and students from the same grade and school, there will be consistency in learner profiles. During the time of the study, students will be given the same pre and post-test. Both classes will be studying the same subject matter. One class will be doing a series of enhanced lessons that integrate interactive websites and technology. The other class will do similar lessons but students will be doing a traditional lesson that does not use technology or interactive websites. This study will take approximately one month. After the post-test, the students will be given an exit survey about their learning experience. The student survey will be limited to 6-10 questions strictly about their learning experience, not on the subject (that will be covered through the post-test). The two teachers, who have been selected due to their similarities in teaching styles, will be given an exit interview based on their experiences teaching the lessons. At the end of the study, a comparison will be made using all of the accumulated data.ReferencesBlack, J. (2009). Necessity Is the Mother of Invention: Changing Power Dynamics between Teachers and Students in Wired Art Classrooms. Canadian Review of Art Education: Research and Issues, 36, 99-117. ADDIN EN.REFLIST Gregory, D. C. (2009). Boxes with Fires: Wisely Integrating Learning Technologies into the Art Classroom. Art Education, 62(3), 47-54. Hoffmann, L. (2009). Learning Through Games. [Article]. Communications of the ACM, 52(8), 21-22. Inal, Y., & Cagiltay, K. (2007). Flow experiences of children in an interactive social game environment. [Article]. British Journal of Educational Technology, 38(3), 455-464. doi: 10.1111/j.1467-8535.2007.00709.xLin, C.-C. (2011). A Learning Ecology Perspective: School Systems Sustaining Art Teaching with Technology. Art Education, 64(4), 12-17. Lo, C. C. (2010). Student Learning and Student Satisfaction in an Interactive Classroom. [Article]. JGE: The Journal of General Education, 59(4), 238-263. Maria, K., Ilias, A., & Efstathios, S. (2011). Students' Views on the Use of New Technologies in Art Education: An interdisciplinary Approach to Higher Education. [Article]. Review of European Studies, 3(1), 60-70. Maria, K., Persa, F., Ilias, A., & Efstathios, S. (2011). Teaching Art Using Technology: The Views of High School Students in Greece. [Article]. Review of European Studies, 3(2), 98-109. doi: 10.5539/res.v3n2p98Ravenscroft, A. (2007). Promoting thinking and conceptual change with digital dialogue games. [Article]. Journal of Computer Assisted Learning, 23(6), 453-465. doi: 10.1111/j.1365-2729.2007.00232.xSelby, G., Walker, V., & Diwakar, V. (2007). A comparison of teaching methods: interactive lecture versus game playing. [Article]. Medical Teacher, 29(9/10), 972-974. doi: 10.1080/01421590701601584Shelton, B., & Scoresby, J. (2011). Aligning game activity with educational goals: following a constrained design approach to instructional computer games. [Article]. Educational Technology Research & Development, 59(1), 113-138. doi: 10.1007/s11423-010-9175-0Tillander, M. (2011). Creativity, Technology, Art, and Pedagogical Practices. Art Education, 64(1), 40-46. ................
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