Bitte benutzen Sie diese Referenz, um auf diese Ressource zu verweisen:
Volltext verfügbar? / Dokumentlieferung
doi:10.22028/D291-35976
Dateien zu diesem Datensatz:
Es gibt keine Dateien zu dieser Ressource.
Titel: | Collaborative Learning on Multi-Touch Interfaces: Scaffolding Elementary School Students |
VerfasserIn: | Schmitt, Lara Johanna Weinberger, Armin ![]() |
HerausgeberIn: | Smith, Brian K. Borge, Marcela Mercier, Emma Lim, Kyu Yon |
Sprache: | Englisch |
In: | |
Titel: | Making a Difference: Prioritizing Equity and Access in CSCL: Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017), Philadelphia, Pennsylvania, USA, June 18-22, 2017, Volume 1 |
Startseite: | 9 |
Endseite: | 16 |
Verlag/Plattform: | International Society of the Learning Sciences |
Erscheinungsjahr: | 2017 |
Erscheinungsort: | Philadelphia |
Titel der Konferenz: | CSCL 2017 |
Konferenzort: | Philadelphia, Pennsylvania, USA |
Dokumenttyp: | Konferenzbeitrag (in einem Konferenzband / InProceedings erschienener Beitrag) |
Abstract: | Multi-touch interfaces allow for direct and simultaneous input by several co-present learners. Additional scaffolding may or may not be needed to ease or problematize tasks that involve intuitive bodily experiences. In this study, a 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 facilitating strategy prompts (with / without) and problematizing verbalization prompts (with / without) regarding the variables task focus, emotions, quality of dialogue and learning gains have been investigated. While the strategy prompts did not have any significant influence, the verbalization prompts had versatile effects: On one hand, quality of talk was improved, on the other hand, task focus and emotions were negatively affected. Learning gains were limited to near transfer task types and comparable over conditions. |
Link zu diesem Datensatz: | hdl:20.500.11880/32830 http://dx.doi.org/10.22028/D291-35976 |
Datum des Eintrags: | 22-Apr-2022 |
Fakultät: | HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft |
Fachrichtung: | HW - Bildungswissenschaften |
Professur: | HW - Prof. Dr. Armin Weinberger |
Sammlung: | SciDok - Der Wissenschaftsserver der Universität des Saarlandes |
Alle Ressourcen in diesem Repository sind urheberrechtlich geschützt.