Interactive Graphic Organizers

Thilla Sivakumaran, College of Education, University of Tennessee, USA,

sthilla@hotmail.com

William Wishart, College of Education, University of Tennessee, USA,

wwishar1@utk.edu

Abstract: Graphic organizers are a way of visually representing information or concepts

and may be built with text or graphics. The educational value of graphic organizers has
been well documented and their use has become an important part of many instructional
models. There are many books and websites with graphics organizers but none have
interactive components where the students can try their hands at creating a graphic
organizer. What we have created is a website that gives the students the definition,
example and also an interactive component which the students can try once they
understand the concept. This process allows the students to learn the information,
process it during the example stage and then apply it in an interactive module phase. By
providing a way for the students to progress through all three phases of the learning
process we can increase the chances of them understanding graphic organizers and
benefiting from this powerful tool.

There has been little research in the area of computerized interactive module. The studies that
have been done in the past centered on creating computer based tutorials or simulations for traditional
classes. Petty and Rosen did a study on tutorials and simulations that they created for their students in an
experimental design class. The students who used the tutorial and simulations had higher test scores
compared to those who didn’t (Petty and Rosen 1990). The students also reported that they enjoyed using
the program and that it was a positive experience (Petty and Rosen 1990). In a similar 1995 study
Chaprarro and Halcomb used a computerized tutorial called STAR (Self-Test and Review) in a computer-
managed general psychology course (Chaprarro & Halcomb, 1995). The students (n=136), who voluntarily
used the tutorial to study for multiple-choice quizzes comprised 49% of the research group (Chaparro &
Halcomb, 1995). Results indicated that, across both section types, the students who used STAR as a study
tool achieved better course performance than the students who did not used STAR (Chaparro & Halcomb,
1995). In 1983 Kulik, Bangert, and Williams looked at integrating computers into the classroom. The
analysis showed that computer-based teaching raised students’ scores on final examinations by
approximately 0.32 standard deviations, or from 50th to the 63rd percentile (Kulik, Bangert, and Williams,
1983). In addition, questionnaire responses showed that students who were taught on computers developed
very positive toward the computer and positive attitudes toward the courses they were taking (Kulik,
Bangert, and Williams 1983). Another fact found in the study was that it reduced the amount of time that
the students needed to learn the material (Kulik, Bangert, and Williams 1983).
Studies have shown there is evidence to suggest that computerized tutorials help students learn
better. What we have done is create Interactive computerized tutorials using a macromedia program called
Flash. The modules created were for Graphic Organizers. Graphic organizers are a way of visually
representing information or concepts and may be built with text or graphics. The benefit is being able to see
visual patterns and relationships, which allows the development of better insight and understanding of
information. The parts that make up an organizer have little value but put together provide the “big
picture”. The educational value of graphic organizers has been well documented and their use has become
an important part of many instructional models. There are a number of programs for creating electronic
graphic organizers such as Inspiration or Kidspiration but we have found using macromedia flash provides
the opportunity to include an interactive component that allows the development of a more complete and
self-contained learning module. There are many books and websites with graphics organizers but none
have interactive components where the students can try their hands at creating a graphic organizer. What
we have created is a website that gives the students the definition, example and also an interactive
component which the students can try once they understand the concept. This process allows the students
to learn the information, process it during the example stage and then apply it in an interactive module
phase. By providing a way for the students to progress through all three phases of the learning process we
can increase the chances of them understanding graphic organizers and benefiting from this powerful tool.
It is important that the students are able to apply what they have learned and that is where the interactive
module plays a key role.
The modules first phase, where the students get the information has a voice over which allows the
students to hear as well as see the explanation. In the example stage, a flash animation with a voice over
explains how the graphic organizer is used. Once the students have gone through the first two stages, they
can try the interactive piece. This component provides an opportunity for them to use the knowledge they
have just acquired. Students, when looking at an example or definition, may think they understand the
concept but when they try to apply it, they are lost. Our method allows the students to test their
understanding right there and then, and receive feedback. If they don’t fully grasp or understand the
concept they can refer back to the other two phases for help. The ability to actively use the newly acquired
knowledge, receive feedback, and additional instruction or testing as needed makes this approach unique.
This paper will focus on the opportunity and potential of using Macromedia Flash in this type module
approach. The modules that are created will be the used in future studies to determine the effectiveness as a
treatment or instructional tool. It is our belief that their use will provide improved student interest,
participation and achievement as compared to traditional instruction or modules lacking the interactive
component.

Chaparro, B,. & Halcomb, C. (1990) The effects of computerized tutorial usage on course performance in
general psychology. Journal of Computer Based Instruction. 7. 141-146.

Kulik, C., Bangert, R., & Williams, G. (1983) Effects on computer-based teaching on secondary school
students. Journal of Educational Psychology, 75, 119-126.

Petty, L., & Rosen, E. (1990) Increase in mastery level using computer based tutorial/simulation in
experimental psychology. Behavior Research Methods, Instruments and Computers, 22, 2216-218.