Name
Abstract | ||
|---|---|---|
Multimodal representations are representations containing a combination of text and schemas and/or pictures. According to the Cognitive Theory of Multimedia Learning such representations can be powerful learning tools. The study described here approaches this theory from the domain of history in co-construction tasks. In an experimental study, the dialogues of pupils who co-constructed either textual representations or multimodal representations integrated in a timeline were compared. The participants were 12 to 14-year-old pupils in pre-vocational secondary education who worked in dyads on a series of four history tasks. Dialogue protocols of the taped student conversations for one of these tasks were analysed. The results show that integrated multimodal representations do - to some extent - lead to more discussion about domain content as well as about procedural issues than working with textual representations. |
Year | Venue | Keywords |
|---|---|---|
2008 | ICLS (2) | multimodal representation,co-construction task,history task,student dialogue,textual representation,14-year-old pupil,multimedia learning,experimental study,visual task,cognitive theory,domain content,integrated multimodal representation |
Field | DocType | Citations |
Secondary education,Cognitive science,Computer science,Timeline,Artificial intelligence,Natural language processing,Cognition,Schema (psychology) | Conference | 0 |
PageRank | References | Authors |
0.34 | 7 | 4 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Maaike Prangsma | 1 | 57 | 5.22 |
| Carla A. M. Van Boxtel | 2 | 11 | 1.49 |
| Gellof Kanselaar | 3 | 362 | 38.31 |
| Paul A. Kirschner | 4 | 1560 | 128.04 |