The effects of inspecting and constructing part-task-specific visualizations on team and individual learning

Bert Slof*, Gijsbert Erkens, Paul A. Kirschner, Michelle Helms-Lorenz

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

18 Citations (Scopus)

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 = 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.

Original languageEnglish
Pages (from-to)221-233
Number of pages13
JournalComputers & Education
Volume60
Issue number1
DOIs
Publication statusPublished - Jan-2013

Keywords

  • 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

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