Collaborative learning with animated pictures: the role of verbalizations

Authors:
Mirweis Sangin;Gaëlle Molinari;Pierre Dillenbourg;Cyril Rebetez;Mireille Bétrancourt
Affiliations:
School of Computer and Communication Sciences CRAFT, Lausanne, Switzerland;School of Computer and Communication Sciences CRAFT, Lausanne, Switzerland;School of Computer and Communication Sciences CRAFT, Lausanne, Switzerland;University of Geneva TECFA, Carouge, Switzerland;University of Geneva TECFA, Carouge, Switzerland
Venue:
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Year:
2006

Citing 2
Cited 2

Children as computer users: the case of collaborative learning

Computers & Education
Multimedia Learning

Multimedia Learning

Different visualization types in multimedia learning: a comparative study

IVIC'11 Proceedings of the Second international conference on Visual informatics: sustaining research and innovations - Volume Part II
A collaborative sketch animation creation system on mobile devices

Proceedings of the ACM 2012 conference on Computer Supported Cooperative Work Companion

Quantified Score

Hi-index	0.00

Visualization

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.