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 ¼ 17) were scripted to carry out the parttasks in the predefined order, teams were instructed to (1) inspect expert visualizations (n ¼ 8) or (2) construct their own domain-specific visualizations (n ¼ 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).
- Complex learning
- Computer-supported collaborative learning
- Inspecting and constructing visualizations
- Instructional support
- Problem representations