Using video-based anchored instruction to enhance learning: Taiwan's experience

The purpose of this study is to investigate the effects of computer-assisted videodisc-based anchored instruction on attitudes toward mathematics and instruction as well as problem-solving skills among Taiwanese elementary students. Results from a t-test indicate a significant main effect on student attitudes toward mathematics. Results from a two-way Repeated Measures ANOVA show that students’ problem-solving skills improve significantly with anchored instruction. Results also indicate that all the students benefit from the effects of anchored instruction on their problem-solving performance regardless of their mathematics and science abilities. The findings suggest that video-based anchored instruction provide a more motivating environment that enhanced students’ problem-solving skills. This study is significant because it establishes an example of video-based anchored instruction for Taiwanese students and also provides empirical evidence of its effects on affective and cognitive responses among fifth graders in learning mathematics. This study is helpful to educators who want to help students learn to think and learn throughout technology. Introduction One popular learning theory, which has recently captured the interest and attention of educational technologists, is situated learning. Based upon the notion that knowledge is contextually situated and is fundamentally influenced by the given activity, context, and culture, situated learning offers an approach to structuring learning experiences in both experiential and reflective dimensions of cognition (McLellan, 1996). Brown, Collins and Duguid (1989) used the term cognitive apprenticeship to define situated learning as authentic practices through activity and social interaction in a way similar to craft apprenticeship. With the widespread application of multimedia technology, the ideas of situated learning can be better achieved, because computer technology can be deployed to expand the power and flexibility of learning resources. There were groups of researchers who have been developing and studying the learning environment based on the theory of situated learning in order to maximize learning experience in school classrooms. One successful example of these approaches is anchored instruction. Anchored instruction, originally proposed by the Cognition and Technology Group at Vanderbilt University (CTGV, 1990, 1991, 1992, 1993), aims to help students develop the confidence, skills, and knowledge necessary to solve problems and become independent thinkers. Taking advantage of the emerging video and multimedia computing technology, its major features are the use of problem-scenarios to elicit students’ problem-solving goals, strategies for solving these problems, and the connection of knowledge with daily life. Based on the theories of situated learning, cognitive apprenticeship and cooperative learning, anchored instruction makes it possible to provide life-like inquiry situations, in which students can easily explore the content and which facilitates the teaching of mathematical concepts and problem-solving strategies (Bransford and Vye, 1989; Cobb, Yachel and Wood, 1992). The primary focus of anchored instruction is the development of interactive videodisc tools that encourage students and teachers to pose and solve complex, realistic problems. The well-known program of anchored instruction developed by the Cognition and Technology Group at Vanderbilt (CTGV) is called The Adventures of Jasper Woodbury Mathematical Problem Solving Series (The Jasper Series). The Jasper Series is based upon a set of theory-based design principles, such as video-based format, narrative with realistic problems (rather than a video lecture), a generative format, embedded data design, problem complexity, pairs of related adventures, and links across the curriculum. These design principles have been described in detail elsewhere (eg, CTGV, 1991, 1992, 1993). The video materials serve as “anchors” (macro-contexts) for all subsequent learning and instruction. As explained by CTGV (1993), “The design of these anchors was quite different from the design of videos that were typically used in education...our goal was to create interesting, realistic contexts that encouraged the active construction of knowledge by learners. Our anchors were stories rather than lectures, and designed to be explored by students and teachers”(p.53). The video program is used as an “anchor” or situation for creating a realistic context to make learning motivating, meaningful and useful. The Jasper Series was developed to teach mathematics, mathematical problem solving and critical thinking skills in fifthto eighth-grade classrooms. At the core of each adventure is a 15–25 minute video-based story that presents a complex problem with a mathematical solution. Students solve problems that the major characters in the video encounter. To solve the problem, students must generate appropriate subgoals, identify relevant information, cooperate with others in order to plan and solve complex problems, discuss the advantages and disadvantages of possible solutions, and compare perspectives by pointing out and explaining key events. The problems are all sufficiently complex, with 10–15 steps involved in obtaining a solution. 58 British Journal of Educational Technology Vol 31 No 1 2000 © British Educational Communications and Technology Agency, 2000. Review of CTGV’s research A one-year evaluation study was conducted by CTGV (1992) to investigate the effects of The Jasper Series on problem-solving abilities and attitudes. The subjects were 739 elementary students from 37 fifth-grade, sixth-grade, or mixed-grade classrooms at 11 school district sites across nine southeastern states. There were the Jasper classrooms (the experimental groups) and matched control classrooms (the control groups). The Jasper groups received instruction from at least three Jasper adventures whereas the control did not. In addition to standardized tests, four test instruments (the Basic Math Concepts Test, Word Problem test, Planning Test, and Mathematical Attitudes Questionnaire) were developed and used to examine the effects of the Jasper Series. The results indicated that the Jasper groups outperformed the control groups in the posttest of the word problem test and planning and subgoal comprehension questions. In addition, the Jasper groups showed significantly improved attitudes and less anxiety toward mathematics. In short, research on The Jasper Series showed much important and positive evidence of its effectiveness in promoting problem-solving abilities as well as enhancing attitudes toward mathematics and instruction (CTGV, 1990, 1991, 1992; Hickey et al., 1993; Van Haneghan et al., 1992). There was also ample evidence that situations involving the use of instructional technologies that are authentic, relevant, and stimulating to learners are likely to influence attitudes and performance (Simonson and Maushak, 1996). However, the context of The Jasper Series is anchored in American culture. Can anchored instruction be effective for Taiwan’s education system, especially for improving problem-solving performance as well as promoting positive attitudes toward mathematics? If so, how does it work? Background of this study Education is of primary importance to Taiwanese parents, and most young people ascribe to the value of doing well in school. Some parents and students may even have the belief that education is the ladder of success, the path to riches, and the great escape from manual work. In Taiwan’s educational system, most teachers and students are under tremendous pressure to obtain good examination scores, because these scores will determine a student’s eligibility to enter an excellent school as well as determine a teacher’s reputation as a successful teacher. Thus, many students rely upon memorization to master subjects (even math and science) instead of thinking and using problem-solving skills in order to achieve good scores on pencil-and-paper tests. Moreover, many teachers often believe that the most effective approaches for achieving high scores are to rely extensively on teacher-directed instruction and to have students practice as many related problems as possible before taking the tests in order to cover the large amount of textbook contents (Cheng et al., 1998). Therefore, instructional content is often presented to learners in simplified, decontextualized, and isolated chunks that encourage memorization rather than problem solving or higher-order thinking. This kind of learning situation makes it difficult to help students to appreciate the value of the knowledge they learn. It is also hard for students to comprehend the content’s applicability to actual problems and meaningful situations, and to transfer learning experience to different situations. Using video-based anchored instruction to enhance learning 59 © British Educational Communications and Technology Agency, 2000. However, in recent years, there is growing concern among Taiwan’s educators, school administrators and government policy-makers regarding these educational problems. Many educators and researchers have diagnosed these flaws and proposed several approaches as remedies. Some suggest that constructivist pedagogy, emphasizing student-centered rather than teacher-centered learning, be responsible for the nationwide educational improvement; some assert that technology will make the difference in this educational reform; while others contend that education should be reengineered by the integration of technology, pedagogy, and curriculum. In addition, many educators claim that learning to think critically, and to analyze and synthesize information for problem solving should become our new crucial educational goal, to be achieved as we enter the 21st century. In order to accomplish such goals for students, several innovative instructional programs have be