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Proquest Dissertations INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, som e thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy subm itted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not serxl UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6* x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 UMI EXPLORATION OF CHINESE ART USING A MULTIMEDIA CD-ROM: DESIGN, MEDIATED EXPERIENCE, AND KNOWLEDGE CONSTRUCTION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of the Ohio State University By Guey-Meei Yang The Ohio State University 2000 Dissertation Committee: Approved by Dr. Arthur Efland, Adviser Dr. Michael Parsons Art Education Dr. Raylene Kos UMI Number. 9983012 UMI UMI Microform9983Q12 Copyright 2000 by Bell & Howell Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor. Ml 48106-1346 Copyright 2000 by Guey-Meei Yang All rights reserved. ABSTRACT This study consisted of two phases: (a) research instrument development, and (b) research instrument implementation and exploration of its effects. In the first phase, the researcher designed and produced the research instrument—the Chinese Dragons multimedia program. Before the final version of the program was created, four prototypes with different organizational pathways were developed. The final version of the Chinese Dragons program provided a constructivist, case based, and situated multimedia learning environment When interacting with the program, users actively engaged in virtual tasks by playing the role o f a news reporter assigned to write an article about Chinese dragons. They did research by exploring three artworks with the Chinese dragon motif. Since the Chinese dragon is the most pervasive symbol in Chinese culture it can serve as entry points to different venues of Chinese history and culture. Three artworks, a Han dynasty silk barmer, a Qing dynasty dragon robe, and a Tang dynasty bronze mirror, were chosen to represent the different meanings of Chinese dragons. In the second phase, the researcher studied the interactive learning experience and knowledge construction affected by the program. Fourteen students (third to ninth graders) were recruited to participate in this research. Data were collected through interviews, observations, and written documents. The researcher coded the data with the 11 QSR’s Nud*ist program to find evidences of the participants’ learning experience and knowledge construction affected by the Chinese Dragons program. The data suggests that, computers, like any other previous technology, not only facilitates students’ learning experiences but also fundamentally reshapes and transforms that experience. The Chinese Dragons program, which is constructivist, situated, and case based, evidently engaged and immersed the learners in simulated contexts to build up a complex understanding of Chinese dragons through multiple cases of exploration. In addition, the organizational structure of the program appeared to impact the learners’ structure for constructing their articles. Evidence o f cognitive equilibration (accommodations) of the learners was observed in versions of the participants’ articles about Chinese dragons (through changes in titles or content). Among the four types of knowledge transfer (i.e. duplicate^ paraphrase, integj’ation, and application, generalization and synthesis) identified in the participants’ articles, the integration transfer was the least observed. In conclusion, the researcher shared and reflected on her experience of designing and implementing the Chinese Dragons program. lU DEDICATION I dedicate this work to My Mom and Dad who have nourished me with their everlasting love and support. IV ACKNOWLEDGEMENTS I wish to thank my dissertation committee members. Dr. Arthur Efland, Dr. Michael Parsons, and Dr. Raylene Kos, for their input on designing the research instrument—the Chinese Dragons CD-ROM. Further, I wish to thank Dr. Arthur Efland, my advisor, for his support throughout my Ph.D. study. His knowledge in cognition helped me greatly in the design of my research and the analysis of my data. I also wish to thank Dr. Michael Parsons for his insights on assessment and to thank Dr. Raylene Kos for her advice on methodology and data analysis. I would also like to thank Dr. Julia Andrews for her advice on the content research of the research instrument I am deeply indebted to the suggestions and encouragement from the members of my dissertation support group: Nurit Evron-Cohen, Rina Kundu, Mila Parrish, Liyan Wang, C.C. Mitchell, and Si-Hyun Yoo. Also, I want to thank Jenny Floch and Tom Suchan for narrating the text of the program, and thank my young friends, Alex Han, Ted Han, Nimrod Evron, Omrid Evron, and Noa Evron for their suggestions on designing or improving the program. Thanks also go to those and their parents vriio participated in my research. I would especially like to thank my husband Tom Suchan for transcribing most of the interviews, editing of this dissertation, and his unconditional support My great appreciation also goes to my family in Cleveland, Ohio as well as in far away Taiwan. VITA November 2, 1963 Bom in Taichung, Taiwan June, 1984 Teacher Certification Taichung Teachers College, Taichung, Taiwan 1984-1989 Elementary Classroom Teacher and Art Teacher Taipei, Taiwan June, 1990 B.A., Department of Fine Arts National Taiwan Normal University, Taipei, Taiwan June, 1992 M.A., Department of Art Education The Ohio State University, Columbus, Ohio 1995-1999 Graduate Teaching and Research Associate The Ohio State University, Columbus, Ohio FIELDS OF STUDY Major Field: Art Education (Multimedia and Learning) Studies in: The Advanced Computing Center for the Arts and Design (ACCAD) VI TABLE OF CONTENTS Abstract ............................................................................................................................. ii Dedication ............................................................................................................................iv Acknowledgements ...........................................................................................................v Vita ...................................................................................................................................... vi List of Tables ................................................................................................................... xi List of Figures .................................................................................................................. xii Chapters; 1. Introduction ............................................................................................................ 1 Background of the Study ........................................................................................ 1 One Origin .......................................................................................................... 1 Second Origin ..................................................................................................... 3 The Two Origins Meet ...................................................................................... 5 Purpose o f the Study ................................................................................................ 8 Terminology .............................................................................................................. 9 Overview of Research Methods and Data Analysis ............................................. 12 Limitations of the Study ......................................................................................... 14 Significance of the Study ......................................................................................... 14 2. Literature Review .................................................................................................. 16 vu Cognitive Learning Theories .................................................................................... 17 Constructivism ..................................................................................................... 17 Situated Learning ................................................................................................ 25 Cognitive Flexibility Theory .............................................................................
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