Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/731
Title: The Difference that Counts: Guiding Knowledge Exchange by Visualizing Levels of Co-Learners’ Knowledge
Authors: Erkens, Melanie
Schneitzer, Malin Kimberley
Bodemer, Daniel
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Erkens, M., Schneitzer, M. K., & Bodemer, D. (2018). The Difference that Counts: Guiding Knowledge Exchange by Visualizing Levels of Co-Learners’ Knowledge. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Abstract: Many studies have shown that the complementarity of co-learners’ knowledge has a positive effect on knowledge exchange in collaborative learning. It has also been proven that visualizing given levels of knowledge guide co-learners’ questions and answers during the exchange. However, the question remains unanswered as to what extent visualized relative and absolute levels of knowledge have an influence on behavior. To find an answer to this question, which could also be used for optimizing complementarity-based group formations, we have systematically varied learners’ knowledge levels relative to learning partners’ levels (continuous distance) and absolute levels of knowledge (three levels) in 33 visualizations to investigate associated question and explanation intentions. The results confirm a strong influence of distances on intentions, moderated by absolute knowledge levels. In addition, we report from which distance learners decide to ask questions or provide explanations.
URI: https://doi.dx.org/10.22318/cscl2018.1555
https://repository.isls.org//handle/1/731
Appears in Collections:ICLS 2018

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