The effects of inspecting and constructing part-task-specific visualizations on team and individual learningSlof, B., Erkens, G., Kirschner, P. A. & Helms-Lorenz, M., Jan-2013, In : Computers & Education. 60, 1, p. 221-233 13 p.
Research output: Contribution to journal › Article › Academic › peer-review
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 = 17) were scripted to carry out the part-tasks in the predefined order, teams were instructed to (1) inspect expert visualizations (n = 8) or (2) construct their own domain-specific visualizations (n = 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). (C) 2012 Elsevier Ltd. All rights reserved.
|Number of pages||13|
|Journal||Computers & Education|
|Publication status||Published - Jan-2013|
- Complex learning, Computer-supported collaborative learning, Inspecting and constructing visualizations, Instructional support, Problem representations, EXTERNAL REPRESENTATIONS, KNOWLEDGE CONSTRUCTION, COGNITIVE LOAD, WORK, DISCOURSE, STRATEGY, GUIDANCE, LOOKING, TOOLS