Design and effects of representational scripting on group performance

Abstract

This study investigated the effects of representational scripting on non-expert student learning while collaboratively carrying out complex learning-tasks. The premise underlying this research is that effective cognitive activities would be evoked when complex learning-tasks are structured into phase-related part-tasks and are supported by providing students with part-task-congruent external representations for each phase; representational scripting. It was hypothesized that this approach would lead to increased individual learning and better complex learning-task performance. In groups, 96 secondary education students worked on a complex business-economics problem in four experimental conditions, namely one condition in which the groups received representations that were part-task-congruent for all three phases and three conditions in which the groups received one of these representations for all three phases (i.e., part-task-incongruent for two of the three phases). The results indicate that groups receiving part-task-congruent representations in a phased order performed better on the complex learning-task, though this did not result in increased individual learning.

Types and Timing of Scaffolding to Promote Meaningful Peer Interaction and Increase Learning Performance in Computer-Supported Collaborative Learning Environments

“…This is consistent with previous findings (e.g., Noroozi et al., 2013; Stegmann et al., 2007) that the use of discussion script can stimulate meaningful interaction and encourage deep thinking for solving a problem collaboratively. The results of this study also reveal that these interactions lead to higher levels of collaborative learning performance, as suggested previously (Beers et al., 2005; Slof et al., 2010). Other types of higher order interactions such as questioning, consensus-building, and judgment were also indirectly affected by the learning conditions.…”

“…There have been studies adapting scaffolding for CSCL tools while considering progressive problem-solving processes (Slof et al., 2010; Suthers & Hundhausen, 2003; Kobbe et al., 2007). Slof et al.…”

Using a three‐dimensional thinking graph to support inquiry learning

“…Externalizing the key cognitive aspects (e.g., searching for information and data, constructing domain knowledge, and hypothesizing and reasoning) in a holistic way is critical for successful inquiry learning. Second, the choice of representational tools should align with the characteristics and demands of the problem or task (Cox, ; Slof, Erkens, Kirschner, & Jaspers, ). The 3DTG used in this study has shown promising effects in externalizing and facilitating complex hypothesizing of causal relations and reasoning on the basis of relevant data and subject knowledge.…”

Comparing two types of model progression in an inquiry learning environment with modelling facilities

“…In a recent study, Slof, Erkens, Kirschner, & Jaspers (2010) successfully applied model order progression to a businesseconomics task. They distinguished three models (a conceptual, causal, and simulation model) that essentially resemble the current study's model order progression phases.…”