Name
Abstract | ||
|---|---|---|
This study investigated the effects of representational scripting on student learning while online collaboratively solving a complex problem. The premise here is that effective student interaction would be evoked when the problem-solving task is structured into part-tasks that are supported by providing part-task congruent representations (i.e., representational scripting). It was hypothesized that such an approach would lead to a more appropriate student interaction and as a consequence better problem-solving performance. In triads secondary education students worked on a case-based business-economics problem in four experimental conditions, namely one condition in which the groups received representations that were congruent for all three part-tasks and three conditions in which the groups received one of these representations for all three part-tasks. The results show that using representational scripting indeed leads to a more elaborated discussion about the content of the knowledge domain (i.e., concepts, solutions and relations) and to better problem-solving performance. |
Year | Venue | Keywords |
|---|---|---|
2010 | ICLS (1) | triads secondary education student,case-based business-economics problem,appropriate student interaction,online problem-solving performance,problem-solving performance,part-task congruent representation,problem-solving task,effective student interaction,elaborated discussion,representational scripting,complex problem |
Field | DocType | Citations |
Secondary education,Computer science,Premise,Human–computer interaction,Mathematics education,Congruence (geometry),Scripting language,Student learning | Conference | 0 |
PageRank | References | Authors |
0.34 | 1 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Bert Slof | 1 | 16 | 3.57 |
| G. Erkens | 2 | 418 | 30.11 |
| P. A. Kirschner | 3 | 117 | 14.60 |