Generative communication in Linda
ACM Transactions on Programming Languages and Systems (TOPLAS)
Pattern-oriented software architecture: a system of patterns
Pattern-oriented software architecture: a system of patterns
YALE: rapid prototyping for complex data mining tasks
Proceedings of the 12th ACM SIGKDD international conference on Knowledge discovery and data mining
Flexible Analysis of User Actions in Heterogeneous Distributed Learning Environments
EC-TEL '08 Proceedings of the 3rd European conference on Technology Enhanced Learning: Times of Convergence: Technologies Across Learning Contexts
LADDER: a language to describe drawing, display, and editing in sketch recognition
IJCAI'03 Proceedings of the 18th international joint conference on Artificial intelligence
Computers & Education - Methodological issue in researching CSCL
LADDER, a sketching language for user interface developers
Computers and Graphics
Learning to argue online: Scripted groups surpass individuals (unscripted groups do not)
Computers in Human Behavior
Hi-index | 0.00 |
Self-constructed external representation, especially when embedded in peer inter-actions, are supposed to be beneficial in learning and teaching and can positively affect the course and type of reasoning for various reasons, e.g. by providing a ground for explanations and self-explanations, by helping to disambiguate learners' mental models of phenomena, by reducing working memory load, and by increasing and sharing the task focus. This paper reports on the results of research efforts in investigating conditions that are advantageous in collaborative drawing activities in learning scenarios for young students. We describe the design, technical implementation and empirical results of a study with 94 primary school students working on a collaborative drawing task in various conditions that include awareness information, prompting and scripted activities.