Entry Tew:2008:CSL from jeric.bib
Last update: Sun Oct 15 02:29:09 MDT 2017
Top |
Symbols |
Math |
A |
B |
C |
D |
E |
F |
G |
H |
I |
J |
K |
L |
M |
N |
O |
P |
Q |
R |
S |
T |
U |
V |
W |
Y |
Z
BibTeX entry
@Article{Tew:2008:CSL,
author = "Allison Elliott Tew and Brian Dorn and William D.
{Leahy, Jr.} and Mark Guzdial",
title = "Context as Support for Learning Computer
Organization",
journal = j-JERIC,
volume = "8",
number = "3",
pages = "8:1--8:??",
month = oct,
year = "2008",
CODEN = "????",
DOI = "https://doi.org/10.1145/1404935.1404937",
ISSN = "1531-4278",
bibdate = "Fri Oct 10 12:52:01 MDT 2008",
bibsource = "http://www.acm.org/pubs/contents/journals/jeric/;
http://www.math.utah.edu/pub/tex/bib/jeric.bib",
abstract = "The ubiquity of personal computational devices in the
lives of today's students presents a meaningful context
for courses in computer organization beyond the
general-purpose or imaginary processors routinely used.
This article presents results of a comparative study
examining student performance in a conventional
organization course and in one that has been
contextualized using a personal gaming platform as the
pedagogical architecture. We find minimal differences
in student learning but significant motivation and
engagement gains for those in the contextualized
course.",
acknowledgement = ack-nhfb,
articleno = "8",
keywords = "computer organization; context; course design",
}
Related entries
- 1-2es-z-z-4,
2(4)1,
5(4)1,
5(4)2,
5(4)3,
6(1)2,
6(1)3,
6(2)1,
6(3)2,
6(4)2,
6(4)4,
6(4)5,
7(1)1,
7(1)3,
7(3)2,
7(4)1,
7(4)3,
7(4)6,
8(1)3,
8(2)4
- architecture, 1-1es-z-z-6,
1(4)18,
1(4)31,
1(4)46,
1(4)60,
2(1)1,
2(1)17,
2(1)131,
8(3)7
- article,
2(1)17,
5(4)1,
5(4)2,
6(1)2,
6(1)3,
6(2)1,
6(2)2,
6(3)1,
6(3)2,
6(3)3,
6(3)5,
6(3)6,
6(4)1,
6(4)4,
7(1)1,
7(1)3,
7(3)1,
7(4)2,
7(4)4,
8(1)1,
8(1)3,
8(2)5,
8(2)6,
8(3)7,
8(4)10,
8(4)11,
8(4)12
- been,
5(4)2,
6(3)5,
6(4)3,
7(4)6,
8(1)3
- computer, 1-2es-z-z,
1(4)18,
1(4)31,
1(4)46,
1(4)60,
1(4)81,
2(1)1,
2(1)17,
2(1)131,
2(4)1,
3(2)1,
3(2)1,
3(3)1,
4(1)1,
4(1)1-1,
4(2)3,
4(2)4,
5(2)1,
5(4)1,
5(4)2,
5(4)3,
6(2)2,
6(3)1,
6(3)3,
6(3)4,
6(3)5,
6(3)6,
6(4)1,
6(4)2,
6(4)3,
6(4)4,
6(4)5,
6(4)6,
7(2)1,
7(2)2,
7(4)2,
7(4)4,
7(4)5,
7(4)6,
8(1)2,
8(1)3,
8(2)5,
8(2)6,
8(3)7,
8(4)11
- context,
6(3)1,
6(3)2,
6(3)3,
7(2)1,
7(3)2,
7(4)6,
8(1)2,
8(2)4,
8(3)7,
8(4)11
- conventional,
6(2)2
- course, 1-1es-z-z-2,
2(4)1,
4(1)1,
4(3)1-1,
5(4)1,
5(4)2,
5(4)3,
6(1)2,
6(2)1,
6(2)2,
6(3)1,
6(3)4,
6(3)5,
6(3)6,
6(4)3,
6(4)4,
6(4)5,
6(4)6,
7(3)1,
7(4)3,
7(4)4,
7(4)6,
8(1)3,
8(3)9
- design,
2(1)5,
5(1)1,
5(4)1,
5(4)2,
6(1)1,
6(1)2,
6(1)3,
6(4)2,
7(1)2,
7(1)3,
7(3)2,
7(4)6,
8(1)2,
8(2)6,
8(3)9
- devices,
5(4)3
- engagement,
5(4)3,
7(2)1
- find,
6(3)3,
7(4)6,
8(4)12
- gaming,
7(3)2
- Guzdial, Mark,
7(4)6
- has,
5(4)1,
6(1)3,
6(3)2,
6(4)3,
6(4)5,
7(4)5,
7(4)6,
8(1)3,
8(4)12
- lives,
7(4)6,
8(3)9
- meaningful,
6(4)4
- minimal,
7(4)3
- motivation,
7(4)6,
8(3)9
- one,
6(4)1,
7(3)1
- organization,
1(4)46,
2(1)17,
6(2)2,
6(3)2,
6(4)6
- pedagogical,
3(1)1,
5(4)3,
7(3)2,
8(2)5
- performance, 1-1es-z-z-6,
3(3)1
- personal,
7(4)4
- platform,
8(1)3
- present,
2(1)1,
5(4)1,
6(3)2,
6(4)4,
7(1)2,
7(1)3,
7(4)6,
8(1)1,
8(1)2,
8(1)3
- processor,
1(4)111
- result,
5(4)1,
5(4)2,
6(1)2,
6(2)1,
6(4)5,
6(4)6,
7(1)2,
7(4)3,
8(1)2,
8(1)3
- significant,
6(1)3,
6(4)3,
6(4)5,
7(1)2,
8(4)10,
8(4)12
- student,
3(1)1,
3(1)1-1,
3(3)1,
4(1)1,
5(4)1,
5(4)2,
5(4)3,
6(1)2,
6(2)1,
6(3)1,
6(3)2,
6(3)3,
6(3)6,
6(4)1,
6(4)3,
6(4)4,
6(4)5,
7(1)2,
7(1)3,
7(2)1,
7(4)2,
7(4)3,
7(4)4,
7(4)5,
7(4)6,
8(1)2,
8(1)3,
8(2)4,
8(2)5,
8(3)9,
8(4)11,
8(4)12
- study,
5(3)z-5,
6(2)1,
6(4)5,
7(1)3,
7(4)2,
7(4)3,
7(4)6,
8(1)2,
8(3)9,
8(4)11
- support, 1-1es-z-z,
5(2)1,
5(4)1,
6(1)1,
6(1)2,
6(2)1,
6(3)2,
6(3)6,
6(4)1,
7(1)2,
7(3)1,
7(4)1,
7(4)4,
8(1)3,
8(2)6
- today,
6(4)2
- used,
2(1)17,
5(4)1,
6(2)1,
6(2)2,
6(3)2,
6(3)4,
6(3)5,
6(4)2,
6(4)3,
7(3)2,
7(4)1,
7(4)3,
7(4)4,
7(4)5,
8(1)2
- using, 1-1es-z-z-2, 1-1es-z-z-4,
1(4)111,
2(1)17,
4(2)4,
4(3)1,
4(3)1-1,
6(3)3,
6(4)5,
7(1)3,
7(4)4,
7(4)5,
8(1)3,
8(2)4,
8(4)11,
8(4)12