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|Title:||Which Visualization Guides Learners Best? Impact of Available Partner- and Content-Related Information on Collaborative Learning|
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Erkens, M. & Bodemer, D. (2017). Which Visualization Guides Learners Best? Impact of Available Partner- and Content-Related Information on Collaborative Learning In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||A large body of research covers the positive impact of cognitive group awareness tools on implicitly guiding learners. However, the impact of visualizing partner-related information and content-related information in such tools is barely investigated separately. Thus, we compared the impact of both types of information on collaborative learning in an experimental study (N = 120) by systematically varying partner-related information (given or not) and content-related information (given or not) in a 2x2 design. Concerning communication behavior, we found no effect of content-related information, but a main effect of partner information indicating that the visualization of a learning partner’s knowledge deficit implicitly guides learners to give longer explanations. A qualitative comparison contrasting learners with the highest and lowest knowledge gain indicate that content-related information could still be relevant for implicit guidance, since successful learners seem to use this information for addressing topics in their explanations.|
|Appears in Collections:||CSCL 2017|
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