Comparing Simple and Advanced Video Tools as Supports for Complex Collaborative Design Processes

Autor/inn/en	Zahn, Carmen; Pea, Roy; Hesse, Friedrich W.; Rosen, Joe
Titel	Comparing Simple and Advanced Video Tools as Supports for Complex Collaborative Design Processes
Quelle	In: Journal of the Learning Sciences, 19 (2010) 3, S.403-440 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
Schlagwörter	Constructivism (Learning); Editing; Educational Technology; Word Processing; Video Technology; Comparative Analysis; History Instruction; Task Analysis; Thinking Skills; Foreign Countries; Psychology; Germany + Suchen Sie Ihr Suchwort? Redaktion; Textbearbeitung; Unterrichtsmedien; Textverarbeitung; History lessons; Geschichtsunterricht; Aufgabenanalyse; Denkfähigkeit; Ausland; Psychologie; Deutschland
Abstract	Working with digital video technologies, particularly advanced video tools with editing capabilities, offers new prospects for meaningful learning through design. However, it is also possible that the additional complexity of such tools does "not" advance learning. We compared in an experiment the design processes and learning outcomes of 24 collaborating participant pairs (dyads) using 2 contrasting types of video tools for history learning. The advanced video tool WebDIVER supported segmenting, editing, and annotating capabilities. In the contrasting condition, students used a simple video playback tool with a word processor to perform the same design task. Results indicated that the advanced video editing tool was more effective in relation to (a) fostering student understanding of the topic and acquisition of cognitive skills, (b) the quality of student design products, and (c) the efficiency of dyad interactions. The implication of our experimental findings for constructivist design-based learning is that mediating functions of video tools may be used as cognitive and social supports, for example when students learn by solving design tasks in school. (Contains 4 figures and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10