The Use of Simulated Dialogue Metaphor to Model Expert Problem Sovling Processes to Improve Students' Knowledge of Research Design

8/14/2019 The Use of Simulated Dialogue Metaphor to Model Expert Problem Sovling Processes to Improve Students' Knowledge of Research Design

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The Use of Simulated Dialogue Metaphor to Model Expert Problem Solving

Processes to Improve Students Knowledge of Research Design

Wei-Chen Hung, Thomas J. Smith, & M Cecil Smith

Northern Illinois University

Abstract

This study used a simulated dialogue metaphor design framework as the design method to

develop a scenario-based interactive learning environment that draws a connection between

cognitive apprenticeship based instructional strategies and user-centered interface design.

Several system usability evaluations were carried out to identify students perceptions toward

the system. Results showed that the initial system prototype provided an effective framework

for guiding students through their problem-solving process. Presentation will include

demonstration of the system and discussion of the evaluation results.

Introduction

Current studies into the ways in that technology can be used to scaffold problem solving and reasoning

skills raise several research-worthy issues involving both cognitive science and visual literacy. It is

widely recognized that the pedagogical emphasis in problem solving is on the process of learning, rather

than the mere acquisition of facts. This process of learning is concerned with students reasoning skills

(e.g., metacognition, reflection, and critical thinking) and how they test their understanding of given

problems. Numerous studies have shown the benefits of visuals in learning (e.g., Braden, 1996; Croft,

2001; Dwyer & Baker, 2001; Mathewson, 2004). Research also has shown that the degree of studentshigher level thinking and how it is applied may vary depending on the context of the situation (Berardi-

Coletta, Buyer, Dominowski, & Rellinger, 1995; Hartman, 2001).

The greatest effect on the reasoning process is produced by providing information at precisely the time

that an individual becomes aware of the need for the information (Cruickshank & Olander, 2002; Edelson

Gordin, & Pea, 1999). Technology can provide a visual tool through which scaffolding (e.g.,

metacognitive prompts, performance feedback) can be provided as needed. This scaffolding can help

learners clarify learning tasks, understand meanings and concepts, draw inferences, apply existing

knowledge to reach goals, look for relationships, reformulate information in their own terms, and monitor

progress toward a solution. By integrating scaffolding strategies into a scientific reasoning framework, we

create an opportunity to increase learners self-directed learning which, as shown by Gourgey (1998), will

promote achievement in learners problem-solving and reasoning skills.

A number of technological applications have been employed to increase students learning within

research methods courses. These applications have included the design of web-based labs for students

to work on problems in psychology courses (Sommer & Sommer, 2003), use of clip art to demonstrate

various aspects of classification systems (Abramson, French, Huss, & Mundis, 1999), applications of

national data sets on CDs to teach about statistical analysis (Ailinger, Howard, & Choi, 1997; Messecar,

Van Son, & OMeara, 2003), and computer simulations that help student learn statistics (Lajoie, 2000) .Interactive software programs that feature graphics (Hatchette, Zivian, Zivian, & Okada, 1999), and

online hypertext-based tutorials (Koch & Gobell, 1999), also have been used to demonstrate statistical

concepts with good success. Generally, these technology solutions focus on relatively narrow skill or

knowledge areas, rather than fostering students reasoning and critical thinking skills. Therefore, a need


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remains for technological applications that can be used to scaffold problem solving and reasoning skills.

Well-designed interactive learning system can provide the requisite instructional tools that provide the

cognitive supports for students to increase their knowledge and understanding of these thinking skills.

The design framework

The system designed in this study, REsearchMentor, used a simulated dialogue metaphor design

framework (Language Development and Hypermedia Research Group, 1992) to provide support forlearners as they work through a sequence of problem activities. In the case of research methods, the

activities pertain to the conceptualization, planning, and design of a research study appropriate for the

behavioral and/or social sciences. Cognitive scaffolding refers to the provision of support to learners thatenables them to develop problem-solving independence. The use of cognitive scaffolding within a

simulated dialogue metaphor design framework may include diverse features such as an appropriate

sequences of queries, prompts and examples that anchor students learning, hints that lead students

towards correct responses; definitions of terms and constructs provided in a glossary of terms; and

animated sequences and audiovisual presentations.

REsearchMentoris designed to be learner-centered, a feature that promotes higher-order learning andproblem solving (Kommers, Jonassen, & Mayes, 1991; Lajoie, 2000; Jonassen, 2000). It contains

cognitive scaffolds that support learners acquisition of basic concepts in research methodology. Such

scaffolds take the form of hints, explanations, corrective feedback, and helpful reminders. Scaffoldsprovide a form of temporary support that facilitate learners knowledge acquisition and skill development.

The fully functional REsearchMentorwill include a series of diverse research simulations, videodemonstrations, and animations that enable learners to observe, act, problem-solve, and learn. Learners

can reflect upon and articulate the common aspects of expert practices, as well as translate and generalize

to a variety of situations and problems. REsearchMentoralso provides learners with a cognitive map thatclosely models an expert approach to planning and designing social sciences research projects.

Purpose of the study

The purpose of this study was to investigate how the use of dialogue-based simulation that incorporates

visual metacognitive prompts with an inductive design metaphor facilitates the process of students

reasoning and critical thinking skills as well as content acquisition. Specifically, we were interested in

learning how the proposed design approach of such a tool would provide a means for students to emulatethe thought processes of experts when solving problems. These thought processes include elements such

as reactions and perceptions toward the dialogue-based simulation, approaches taken to find cluesassociated with a problem; the reasoning processes used in selecting solutions, and overall strategies for

developing a research design for a novel situation.

Formative Evaluations of the REsearchMentorPrototype

Evaluations of the system prototype have been completed by students enrolled in two educationalresearch courses. These two classes were graduate courses in research methods (a teacher action research

seminar and an introductory course in educational research). The purpose was to verify that the proposed

design strategies (simulated dialogue metaphor and metacognitive prompts) were instructionally sound

and appropriate. The process of formative evaluation began with a short introduction of the design

concept of the system, then went on to a demonstration of the system with emphasis on the instructionalstrategies used in its functionality. After the demonstration, the researchers asked participants to

comment on the system's contents and design structure as well as its technical accuracy. The data

gathered were used to refine and enhance the functions of the system, so that it was workable and could

be further evaluated by the students.

During the evaluations, participants commented that the system provided an effective framework for

guiding them through their problem-solving process. One of the most helpful aspects of the tool,

according to the participants, was that the framework facilitated the project group members to develop a


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shared understanding of the project process and nomenclature, which made both the project task and

communication easier. Another useful aspect of the tool was that it provided a starting point for students

to comfortably begin solving problems, much like a scaffold in that students can step through the

problem-solving process without feeling lost or overwhelmed by the complexity of problem.

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The Use of Simulated Dialogue Metaphor to Model Expert Problem Sovling Processes to Improve Students' Knowledge of Research Design