The effects of animations on verbal interaction in computer supported collaborative learning.
This paper focuses on the interaction patterns of learners studying in pairs who were provided with multimedia learning material. In a previous article, we reported that learning scores were higher for dyads of an 'animations' condition than for dyads of a 'static pictures' condition. Results also s...
| Published in: | Journal of Computer Assisted Learning Vol. 24; no. 5; pp. 394 - 407 |
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| Main Authors: | , , , , |
| Format: | clinical trial pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Oct2008
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105344543&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105344543 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2008 vid: 24 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105344543 105344543 2010457770 10.1111/j.1365-2729.2008.00275.x 105344543 ppf: 394 ppct: 13 formats: tig: atl: The effects of animations on verbal interaction in computer supported collaborative learning. aug: au: Sangin M Dillenbourg P Rebetez C Bétrancourt M Molinari G affil: EPFL-CRAFT, CE 1 631 Station 1, CH-1015 Lausanne, Switzerland; mirweis.sangin@epfl.ch sug: subj: Collaboration Computer-Assisted Instruction Learning Methods Motion Pictures Utilization Software Achievement Tests Adult Clinical Trials Coefficient alpha Colleges and Universities Descriptive Statistics Female Funding Source Interpersonal Relations Male Multimedia Outcomes of Education Pearson's Correlation Coefficient Questionnaires Random Assignment Regression Science Education Students, College Switzerland Univariate Statistics Videorecording Human Adult: 19-44 years Female Male ab: This paper focuses on the interaction patterns of learners studying in pairs who were provided with multimedia learning material. In a previous article, we reported that learning scores were higher for dyads of an 'animations' condition than for dyads of a 'static pictures' condition. Results also showed that offering a persistent display of one snapshot of each animated sequence hindered collaborative learning. In the present paper, further analyses of verbal interactions within learning dyads were performed in order to have a better understanding of both the beneficial effect of animations and the detrimental effect of the presence of persistent snapshots of critical steps on collaborative learning. Results did not show any differences in terms of verbal categories between the two versions of the instructional material, that is, static versus animated pictures. Pairs who were provided with persistent snapshots of the multimedia sequences produced fewer utterances compared to participants without the snapshots. In addition, the persistent snapshots were detrimental both in terms of providing information about the learning content and in terms of producing utterances solely for the purpose of managing the interaction. In this study, evidence also showed that these two verbal categories were positively related to learning performances. Finally, mediation analyses revealed that the negative effect of persistent snapshots was mediated by the fact that peers of the snapshots condition produced less information providing and interaction management utterances. Results are interpreted using a psycholinguistic framework applied to computer-supported collaborative learning (CSCL) literature and general guidelines are derived for the use of dynamic material and persistency tools in the design of CSCL environments. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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