Literaturnachweis - Detailanzeige
| Autor/inn/en | Schmitt, Lara Johanna; Weinberger, Armin |
|---|---|
| Titel | Fourth Graders' Dyadic Learning on Multi-Touch Interfaces--Versatile Effects of Verbalization Prompts |
| Quelle | In: Educational Technology Research and Development, 67 (2019) 3, S.519-539 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1042-1629 |
| DOI | 10.1007/s11423-018-9619-5 |
| Schlagwörter | Grade 4; Elementary School Students; Computer Uses in Education; Cooperative Learning; Handheld Devices; Cues; Transfer of Training; Mathematical Concepts; Mathematics Instruction; Learning Processes; Instructional Effectiveness; Scaffolding (Teaching Technique) |
| Abstract | Multi-touch interfaces allow for direct and simultaneous input by several co-present learners and afford hands-on learning experiences. Additional scaffolding for strategic behavior and/or verbalizations may constructively complement collaborative learning with a multi-touch device. In this study, the tablet app "Proportion" is supposed to enable two novices (about 10 years old) to collaboratively construct an understanding of proportional relations. In a 2 × 2 factorial design (n = 162), effects of enriching Proportion with strategy prompts (with/without) and verbalization prompts (with/without) on multi-modal processes as well as near and far transfer learning gains have been investigated. The process variables include task focus, positive and negative emotions, and quality of dialogue (transactivity, epistemic quality). We found a general improvement in near transfer task types over all conditions without the two prompt types further affecting learning gains. While the strategy prompts did not significantly affect processes or outcomes, the verbalization prompts had versatile effects on learning processes: On one hand, quality of talk was improved, on the other hand, task focus and emotions were negatively affected. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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