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dc.contributor.authorSangin, Mirweis
dc.contributor.authorMolinari, Gaëlle
dc.contributor.authorDillenbourg, Pierre
dc.contributor.authorRebete, Cyril
dc.contributor.authorBétrancourt, Mireille
dc.date.accessioned2019-05-20T02:43:01Z
dc.date.accessioned2020-01-09T19:04:31Z-
dc.date.available2019-05-20T02:43:01Z
dc.date.available2020-01-09T19:04:31Z-
dc.date.issued2006-06
dc.identifier.citationSangin, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.667
dc.identifier.urihttps://repository.isls.org//handle/1/3573-
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleCollaborative Learning with Animated Pictures: The Role of Verbalizationsen_US
dc.typePapersen_US
Appears in Collections:ICLS 2006

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