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|Title:||The Role of Student Tasks in Accessing Cognitive Media Types|
|Publisher:||Association for the Advancement of Computing in Education (AACE)|
|Citation:||Byrne, M., Guzdial, M., Ram, P., Catrambone, R., Ram, A., Stasko, J., Shippey, G., & Albrech, F. (1996). The Role of Student Tasks in Accessing Cognitive Media Types. In Edelson, D. C. & Domeshek, E. A. (Eds.), International Conference on the Learning Sciences, 1996 (pp. 114-119). Evanston, IL, USA: Association for the Advancement of Computing in Education (AACE).|
|Abstract:||We believe that identifying media by their cognitive roles (e.g., definition, explanation, pseudo-code, visualization) can improve comprehension and usability in hypermedia systems designed for learning. We refer to media links organized around their cognitive role as cognitive media types [Recker, Ram, Shikano, Li, & Stasko, 1995]. Our hypothesis is that the goals that stu_dents bring to the learning task will affect how they will use the hypermedia support system [Ram & Leake, 1995]. We explored student use of a hypermedia system based on cognitive media types where students performed different orienting tasks: undirected, browsing in order to answer specific questions, problem-solving, and problem-solving with prompted self-explanations. We found significant differences in use behavior between problem-solving and browsing students, though no learning differences.|
|Appears in Collections:||ICLS 1996|
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