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

*Bijbehorende auteur voor dit werk

Onderzoeksoutput: ArticleAcademicpeer review

18 Citaten (Scopus)


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.

Originele taal-2English
Pagina's (van-tot)221-233
Aantal pagina's13
TijdschriftComputers & Education
Nummer van het tijdschrift1
StatusPublished - jan.-2013

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