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The application of cognitive task analysis methods to the design of instructional materials for the World Wide Web
DISSERTATION

, University of Southern California, United States

University of Southern California . Awarded

Abstract

A study was conducted to ascertain if the data elicited by a cognitive task analysis (CTA) could provide a framework for structuring, organizing and sequencing instructional content, and if that structure could be used to develop on-line learning environments for the World Wide Web. This study attempted to answer the questions: What are the current cognitive methods for identifying the knowledge, mental models, strategies and skills underlying expertise in a specific domain? Can the data elicited by CTA methods provide a framework for structuring, organizing and sequencing instructional content? Is a cognitive task analysis a practical method for eliciting expert knowledge, mental models, strategies and skills? Using the domain of web development as a model, can the data elicited by CTA techniques be used to develop on-line learning environments for the World Wide Web?

This study involved three phases: identification, elicitation and representation. In the identification phase, fifteen experienced web developers were interviewed and asked to identify the baseline skills needed to be qualified as a senior web developer. The results of the questionnaire identified two broad areas of expertise: “front-end” developers and “back-end” developers. This information was used to recruit front-end developers to participate in the elicitation phase.

In the elicitation stage, six senior web developers were divided into two-person teams, and given the task of developing an educational website for a fictitious company. Each team was videotaped as they worked. In the representation stage, a content analysis was performed on transcripts of the videotapes in order to identify declarative and procedural knowledge, and the tasks and decisions the developers made as they developed the website. A preliminary mental model was developed. The mental model was incorporated into the interface design and instructional strategy of an on-line course. This study supported the assumption that CTA methods can provide a framework for structuring, organizing and sequencing instructional content for the web. It provided a comprehensive overview of the important cognitive components of the domain of web development and provided a framework that served as the foundation for the development of an on-line course.

Citation

Freedman, G. The application of cognitive task analysis methods to the design of instructional materials for the World Wide Web. Ph.D. thesis, University of Southern California. Retrieved March 28, 2024 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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