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ERIC Number: EJ1006959
Record Type: Journal
Publication Date: 2013-Jan
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
The Effects of Inspecting and Constructing Part-Task-Specific Visualizations on Team and Individual Learning
Slof, Bert; Erkens, Gijsbert; Kirschner, Paul A.; Helms-Lorenz, Michelle
Computers & Education, v60 n1 p221-233 Jan 2013
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). (Contains 8 tables and 5 figures.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A