Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1787
Title: Information Cueing in Collaborative Multimedia Learning
Authors: Scholvien, Alexander
Bodemer, Daniel
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Scholvien, A. & Bodemer, D. (2013). Information Cueing in Collaborative Multimedia Learning. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 149-152). Madison, WI: International Society of the Learning Sciences.
Abstract: Collaborative multimedia learning is a complex and demanding scenario. Differently coded representations, interactive components, and communication have to be managed and processed simultaneously. Focusing learners' attention to relevant information might help to reduce complexity. This study was designed to investigate whether collaborative learning with multimedia can be improved by information cueing, i.e. highlighting essential information in differently coded learning material, and by providing relevant causal relations in interactive learning material. Learning dyads were compared in four experimental groups which differed with regard to information cueing during two subsequent collaboration phases. Learning material comprised multiple static representations (phase 1) and the possibility to manipulate these representations interactively (phase 2). Preliminary results (N = 24) indicate that cueing relevant information during collaboration focuses learners' attention to essential aspects, helps to structure their learning discourse, and improves learning outcome.
URI: https://doi.dx.org/10.22318/cscl2013.2.149
https://repository.isls.org//handle/1/1787
Appears in Collections:CSCL 2013

Files in This Item:
File SizeFormat 
149-152.pdf437.33 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.