Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3573
Title: Collaborative Learning with Animated Pictures: The Role of Verbalizations
Authors: Sangin, Mirweis
Molinari, Gaëlle
Dillenbourg, Pierre
Rebete, Cyril
Bétrancourt, Mireille
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Sangin, M., Molinari, G., Dillenbourg, P., Rebete, C., & Bétrancourt, M. (2006). Collaborative Learning with Animated Pictures: The Role of Verbalizations. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 2 (pp. 667-673). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: The present study examines the benefits of instructional animations in a collaborative learning situation. We investigated the interactions that occur during collaborative learning from different materials: animated versus static pictures, both with or without persistency of information. The animation factor had no effect on the types of interactions but the persistency of information led to fewer content-focused interactions. We also analyzed the impact of these interactions on learning performances: Two types of interactions (content-focused and social relations and coordination management) mediate some of the effects of the permanence factor on learning performances.
URI: https://doi.dx.org/10.22318/icls2006.667
https://repository.isls.org//handle/1/3573
Appears in Collections:ICLS 2006

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