Design and effects of representational scripting on group performance

Bert Slof*, Gijs Erkens, Paul A. Kirschner, Jos Jaspers

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    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.
    Original languageEnglish
    Pages (from-to)589-608
    Number of pages20
    JournalEducational Technology, Research and Development
    Volume58
    Issue number5
    Early online date2 Feb 2010
    DOIs
    Publication statusPublished - Oct 2010

    Keywords

    • External representations
    • Complex learning-tasks
    • Computer Supported Collaborative Learning
    • Representational scripting

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