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|Title:||The effects of inspecting and constructing part-task-specific visualizations on team and individual learning|
Kirschner, Paul A.
Computer-supported collaborative learning
Inspecting and constructing visualizations
|Citation:||Slof, B., Erkens, G., Kirschner, P. A., & Helms-Lorenz, M. (2013). The effects of inspecting and constructing part-task-specific visualizations on team and individual learning. Computers & Education, 60, 221-233|
|Abstract:||This study examined whether inspecting and constructing different part-task-specific visualizations differentially affects learning. To this end, a complex business-economics problem was structured into three phase-related part-tasks: (1) determining core concepts, (2) proposing multiple solutions, and (3) coming to a single solution. Each phase was foreseen with a part-task-specific representational tool facilitating visualization of the domain-content (i.e., a conceptual, causal and simulation tool respectively for the subsequent phases). Whereas all teams of learners (N ¼ 17) were scripted to carry out the parttasks in the predefined order, teams were instructed to (1) inspect expert visualizations (n ¼ 8) or (2) construct their own domain-specific visualizations (n ¼ 9). Results indicate that constructing visualizations, in comparison to inspecting them, evokes more meaningful discussion of the domain-content beneficially affecting team complex learning-task performance and individual learning gains (i.e., higher post-test score).|
|Appears in Collections:||1. FEEEL Publications, books and conference papers|
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|The effects of inspecting and constructing part-task-specific visualizations on team and individual learning - Computers and Education (Slof et al., 2013).pdf||87.92 kB||Adobe PDF||View/Open|
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