Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/251
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dc.contributor.authorVitale, Jonathan
dc.contributor.authorApplebaum, Lauren
dc.contributor.authorLinn, Marcia
dc.date.accessioned2017-06-19T10:50:27Z
dc.date.accessioned2017-06-19T08:58:22Z-
dc.date.available2017-06-19T10:50:27Z
dc.date.available2017-06-19T08:58:22Z-
dc.date.issued2017-07
dc.identifier.citationVitale, J., Applebaum, L., & Linn, M. (2017). Individual Versus Shared Design Goals in a Graph Construction Activity 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.en_US
dc.identifier.urihttps:dx.doi.org/10.22318/cscl2017.48
dc.identifier.urihttps://repository.isls.org/handle/1/251-
dc.description.abstractTechnologies can help foster diverse ideas in collaborative learning activities by taking advantage of group members’ unique ideas and perspectives. Assigning individual group members to specific tasks may promote this diversity. In this paper, we introduce a graphing challenge, in which student pairs construct graphs to represent the motion of an amusement park ride. We assigned pairs to experimental conditions with either individual design goals or shared design goals. Analysis revealed that students with individual design goals demonstrated deeper engagement with one of the design tasks (i.e., to create a “safe” ride), while this goal was relatively neglected when goals were shared. No impact of condition was found on posttest learning; however, students demonstrated overall gains.en_US
dc.language.isoenen_US
dc.publisherPhiladelphia, PA: International Society of the Learning Sciences.en_US
dc.titleIndividual Versus Shared Design Goals in a Graph Construction Activityen_US
dc.typeBook chapteren_US
Appears in Collections:CSCL 2017

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