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Title: Design and effects of representational scripting on group performance
Authors: Slof, Bert
Erkens, Gijs
Kirschner, Paul A.
Jaspers, Jos
Keywords: External representations
Complex learning-tasks
Computer Supported Collaborative Learning
Representational scripting
Issue Date: 4-Nov-2010
Abstract: This study investigated the effects of representational scripting on non-expert student learning while collaboratively carrying out complex learning-tasks. The premise underlying this research is that effective cognitive activities would be evoked when complex learning-tasks are structured into phase-related part-tasks and are supported by providing students with part-task-congruent external representations for each phase; representational scripting. It was hypothesized that this approach would lead to increased individual learning and better complex learning-task performance. In groups, 96 secondary education students worked on a complex business-economics problem in four experimental conditions, namely one condition in which the groups received representations that were part-task-congruent for all three phases and three conditions in which the groups received one of these representations for all three phases (i.e., part-task-incongruent for two of the three phases). The results indicate that groups receiving part-task-congruent representations in a phased order performed better on the complex learning-task, though this did not result in increased individual learning.
Description: Slof, B., Erkens, G., Kirschner, P. A., & Jaspers, J. (2010). Design and effects of a representational scripting tool on group performance. Educational Technology Research and Development, 58(5), 589-608.
Appears in Collections:1. LC: Publications and Preprints

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