Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/4074
Title: | The Role of Student Tasks in Accessing Cognitive Media Types |
Authors: | Byrne, Michael Guzdial, Mark Ram, Preeth Catrambone, Richard Ram, Ashwin Stasko, John Shippey, Gordon Albrech, Florian |
Issue Date: | Jul-1996 |
Publisher: | Association for the Advancement of Computing in Education (AACE) |
Citation: | Byrne, M., Guzdial, M., Ram, P., Catrambone, R., Ram, A., Stasko, J., Shippey, G., & Albrech, F. (1996). The Role of Student Tasks in Accessing Cognitive Media Types. In Edelson, D. C. & Domeshek, E. A. (Eds.), International Conference on the Learning Sciences, 1996 (pp. 114-119). Evanston, IL, USA: Association for the Advancement of Computing in Education (AACE). |
Abstract: | We believe that identifying media by their cognitive roles (e.g., definition, explanation, pseudo-code, visualization) can improve comprehension and usability in hypermedia systems designed for learning. We refer to media links organized around their cognitive role as cognitive media types [Recker, Ram, Shikano, Li, & Stasko, 1995]. Our hypothesis is that the goals that stu_dents bring to the learning task will affect how they will use the hypermedia support system [Ram & Leake, 1995]. We explored student use of a hypermedia system based on cognitive media types where students performed different orienting tasks: undirected, browsing in order to answer specific questions, problem-solving, and problem-solving with prompted self-explanations. We found significant differences in use behavior between problem-solving and browsing students, though no learning differences. |
URI: | https://doi.dx.org/10.22318/icls1996.114 https://repository.isls.org//handle/1/4074 |
Appears in Collections: | ICLS 1996 |
Files in This Item:
File | Size | Format | |
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114-119.pdf | 528.88 kB | Adobe PDF | View/Open |
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