Incorporating Multimedia Teaching Methods and Computational Thinking into the Baking Dessert Course
Abstract
:1. Introduction
1.1. Motivations
- To develop an experimental educational approach that incorporates motion media and computational thinking into a dessert-making course; and
- To analyze students’ learning outcomes after taking a dessert-making course featuring motion media and computational thinking.
1.2. Literature Review
1.2.1. Theories of Scenario-Based Learning
- 1.
- Constructivism
- 2.
- Scaffolding
- 3.
- Situated learning theory
1.2.2. Computational Thinking-Oriented Instruction of Visual Programming
1.2.3. Motion Media-Based Teaching
- 1.
- Systemized ADDIE teaching model
- 2.
- ASSURE teaching model
2. Materials and Methods
Quasi-Experimental Incorporation of Motion Media and Computational Thinking into a Dessert-Making Course
- 1.
- Participants and research setting
- 2.
- Research instruments
- 3.
- Course design
- 4.
- Microsoft Teams System
- 5.
- Procedures
- 6.
- Data analysis
3. Results
3.1. Descriptive Statistics of Students’ Pre-Test and Post-Test Learning Outcomes
3.2. Analysis of Differences in Learning Outcomes
3.2.1. Paired Sample t-Tests of Students’ Pre-Test and Post-Test Learning Outcomes
3.2.2. Single Factor Covariate Analysis
4. Discussion
4.1. Students Had Significantly Better Learning Outcomes after Taking the Course That Incorporated Situated Learning and Motion Media Relative to Traditional Education Methods
4.2. Students Had Significantly Better Learning Outcomes Following the Incorporation of Motion Media into a Practical Dessert-Making Course
5. Conclusions
6. Contributions
7. Limitations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Course | Group | Pre-Test | Number of Students | Experimental Treatment | Post-Test | Number of Students |
---|---|---|---|---|---|---|
Dessert Design | Experimental | O1 | 50 | T1 | O2 | 50 |
Dimension | Pre-Test | Number of Students | Post-Test | Standard Deviation | ||
---|---|---|---|---|---|---|
Number of Students | Mean | Standard Deviation | Mean | |||
Techniques for digitizing motion media in dessert-making | 40 | 5.23 | 1.06 | 40 | 5.88 | 0.99 |
Problem-solving skills in dessert-making | 40 | 5.48 | 0.89 | 40 | 5.88 | 0.71 |
Teamwork in dessert-making | 40 | 5.47 | 0.84 | 40 | 5.82 | 0.75 |
Creative thinking in dessert-making | 40 | 5.24 | 0.88 | 40 | 5.81 | 0.78 |
Willingness to take a dessert-making course | 40 | 5.03 | 0.99 | 40 | 5.51 | 0.95 |
Motion media algorithm-design skills | 40 | 5.32 | 0.83 | 40 | 5.94 | 0.76 |
Total | 40 | 5.31 | 0.77 | 40 | 5.82 | 0.70 |
Dimension | Group | Number of Students | Mean | Standard Deviation | Mean Standard Error | Correlation Coefficient | T-Statistic | Significance |
---|---|---|---|---|---|---|---|---|
Techniques for digitizing motion media in dessert-making | Pre-test | 40 | 5.23 | 1.063 | 0.168 | 0.361 | −3.550 * | 0.022 |
Post-test | 40 | 5.88 | 0.993 | 0.157 | ||||
Problem-solving skills in dessert-making | Pre-test | 40 | 5.48 | 0.893 | 0.141 | 0.549 | −3.279 *** | 0.000 |
Post-test | 40 | 5.88 | 0.711 | 0.112 | ||||
Teamwork in dessert-making | Pre-test | 40 | 5.47 | 0.835 | 0.132 | 0.520 | −2.841 ** | 0.001 |
Post-test | 40 | 5.82 | 0.752 | 0.119 | ||||
Creative thinking in dessert-making | Pre-test | 40 | 5.24 | 0.880 | 0.139 | 0.582 | −4.681 *** | 0.000 |
Post-test | 40 | 5.81 | 0.784 | 0.124 | ||||
Willingness to take a dessert-making course | Pre-test | 40 | 5.03 | 0.992 | 0.157 | 0.478 | −3.071 ** | 0.002 |
Post-test | 40 | 5.51 | 0.949 | 0.150 | ||||
Motion media algorithm-design skills | Pre-test | 40 | 5.32 | 0.834 | 0.132 | 0.283 | −4.112 | 0.077 |
Post-test | 40 | 5.94 | 0.758 | 0.120 |
Source of Variance | III Sum of Squares | df | Mean Sum of Squares | F | Significance | Net Eta-Squared |
---|---|---|---|---|---|---|
Revised model | 5.472 a | 1 | 5.472 | 15.276 | 0.000 * | 0.287 |
Pre-test result | 5.472 | 1 | 5.472 | 15.276 | 0.000 * | 0.287 |
Error | 13.613 | 38 | 0.358 | |||
Total | 1374.628 | 40 | ||||
Corrected total | 19.085 | 39 |
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Chen, Y.-C.; Tsui, P.-L.; Lee, C.-S.; Chiang, M.-C.; Lan, B.-K. Incorporating Multimedia Teaching Methods and Computational Thinking into the Baking Dessert Course. Electronics 2022, 11, 3772. https://doi.org/10.3390/electronics11223772
Chen Y-C, Tsui P-L, Lee C-S, Chiang M-C, Lan B-K. Incorporating Multimedia Teaching Methods and Computational Thinking into the Baking Dessert Course. Electronics. 2022; 11(22):3772. https://doi.org/10.3390/electronics11223772
Chicago/Turabian StyleChen, Yen-Cheng, Pei-Ling Tsui, Ching-Sung Lee, Ming-Chen Chiang, and Bo-Kai Lan. 2022. "Incorporating Multimedia Teaching Methods and Computational Thinking into the Baking Dessert Course" Electronics 11, no. 22: 3772. https://doi.org/10.3390/electronics11223772
APA StyleChen, Y.-C., Tsui, P.-L., Lee, C.-S., Chiang, M.-C., & Lan, B.-K. (2022). Incorporating Multimedia Teaching Methods and Computational Thinking into the Baking Dessert Course. Electronics, 11(22), 3772. https://doi.org/10.3390/electronics11223772