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English, Media and Performance Studies

Permanent URI for this communityhttps://hdl.handle.net/10413/6492

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Browsing English, Media and Performance Studies by Author "Amory, Alan M."

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    Evaluation of ArcView-GIS as a learning tool at the University of KwaZulu-Natal.
    (2005) Nhlanganiso, Biyela.; Amory, Alan M.
    The objective ofthe research project is to investigate the use of ArcView-GIS (a Geographical Information Systems software package) to promote cognitive development , at the University of KwaZulu-Natal. To understand the impact of ArcView-GIS as a learning tool will require an understanding ofhow it is used, what learning goals are held by educators and students and the type of assessments used to evaluate student achievement. It is argued that the use of GIS software promotes development of a wide range of skills. A research instrument to measure skills related to visualization, language, mathematics and logics was used to evaluate learners from a number of different groups which included science undergraduates, humanities undergraduates and GIS students (2 groups: one group took the test after the completion and the other group prior to the GIS course). In addition GIS experts and students evaluated the user interface of ArcVIewGIS. Results show that those learners exposed to GIS performed better in all the skills evaluated than any of the other groups. Also, experts and GIS students found the software interface satisfactory. The findings suggest that ArcView-GIS can support higher-order thinking by engaging students in authentic, complex tasks within an appropriate learning context.
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    Evaluation of the use of an online learning management sytem at the Nelson R. Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa.
    (2006) Ndamase, Zanele Victoria.; Amory, Alan M.
    This study investigates the use of a Web Based Learning environment to support a newly introduced Problem Based Learning curriculum at the Nelson R. Mandela School of Medicine. Questionnaires, observations and interviews form the basis of this qualitative study amongst first and second year students. Attempts are made to interrogate the way in which staff members use the system to support a constructivist learning environment. In addition similar prior research at this institution is taken into account and reported in the literature review. While not disputing the findings of earlier research the qualitative methodology used here shows some discrepancies with previous research. In particular, although learners are able to, and do, make use of the system it is predominantly used for the dissemination and retrieval of information. The basic premises of construction of knowledge are not facilitated by the Medical School's use of the Web Based Learning environment and of great concern was the small number of staff members who saw it as an integral part of the new curriculum and learning process.
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    The role of computer games and social constructivism in skills development of learners from different educational backgrounds.
    (2005) Foko, Thato.; Amory, Alan M.
    This study is positioned within a specific South African context where many learners not only lack access to resources but are considered underprepared and therefore are seen as academically disadvantaged. Research findings presented here centre on learning theories within the social constructivist paradigm, make use of a developmental research methodology and use a number of different research instruments. The main objective of this study was to investigate the use of virtual learning environments, constructed as educational adventure games, as viable learning tools and to determine the influence of game play on skill development and overcoming learning difficulties. More specifically two educational games, Zadarh and ãKhozi developed at the University of KwaZulu-Natal, were used to investigate the use of technology in classrooms that included underprepared and academically disadvantaged learners. Zadarh was designed to challenge learner misconceptions related to photosynthesis and photorespiration and was used to investigate and evaluate the effectiveness of games to overcome these misconceptions. ãKhozi was used to introduce learners to issues related to HIV/Aids and to evaluate the use of such tools to develop skills. However, It was first necessary to develop an instrument, based on the Persona Outlining Model (POM), to evaluate and measure skills. The POM uses a number of interfaces (literacy, communication and visualization skills) and properties (age, gender and socio-economic background) to describe a typical learner, or game player. The instrument based on these interfaces and properties was used to evaluate the skills of young South Africans from Buhlebemfundo, Qhakaza and Tholokuhle schools and two universities, namely, University of Zululand [UniZulu] and University of KwaZulu-Natal [UKZN]), all from the region of KwaZulu Natal, South Africa. The majority of the sampled learners appear to lack appropriate visualisation, logical, mathematical, reading and writing skills and results suggest that poor performance may be associated with a low household income and poor English language skills. While participants (Buhlebemfundo, Qhakaza and Tholokuhle schools, and UniZulu and UKZN university students) who played Zadarh individually solved game problems, they still held many of the misconceptions. Further investigation revealed that when participants were unable to solve a problem they learnt by rote the solution to the problem. Playing Zadarh in groups and allowing participants to ask for clarification of assessment instrument questions showed that many participants developed a deeper understanding on the relationships between photosynthesis and respiration. Participants from Qhakaza were asked to play ãKhozi in flexible groups whichchanged from session to session. Using the previously developed skills assessment instrument showed improve visual, literacy and communication skills. Results strongly suggest that only through dialogue can misconceptions be overcome and that learning is a social activity as proposed by Vygotsky over 80 years ago. More specifically research presented here supports Vygotsky’s Zone of Proximal Development, the role of play in development and the need for written language skills. The new art form of digital games when conceived as microworlds can play an important role in education if games support co-operation between players, peers and mentors, allow for exploration through play and support the development of reading and writing skills.