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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8970
Title: The effects of inspecting and constructing part-task-specific visualizations on team and individual learning
Authors: Slof, Bert
Erkens, Gijsbert
Kirschner, Paul A.
Helms-Lorenz, Michelle
Keywords: Complex learning
Computer-supported collaborative learning
Inspecting and constructing visualizations
Instructional support
Problem representations
Issue Date: 2013
Publisher: Elsevier
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).
URI: http://hdl.handle.net/1820/8970
Appears in Collections:1. FEEEL Publications, books and conference papers



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