Dyadic executive function effects in children's collaborative hypermedia learning |
| |
| Institution: | 1. Behavioural Science Institute, Radboud University, the Netherlands;2. Instructional Science, Twente University, the Netherlands;1. German Institute for International Educational Research, Schloßstraße 29, 60486, Frankfurt am Main, Germany;2. MPRG REaD (Reading Education and Development), Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany;1. Institute for Educational Quality Improvement, Berlin, Germany;2. Centre for International Student Assessment, Germany;3. Department of Psychology, University of Kassel, Germany;4. Leibniz Institute for Science and Mathematics Education, Kiel, Germany;5. Australian Catholic University, Sydney, Australia;1. Department of Psychology, University of Sheffield, UK;2. Open University, The Netherlands;3. Department of Education, University of York, UK;1. Department of Education, Utrecht University, The Netherlands;2. Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, The Netherlands;3. Learning and Innovation Centre, Avans University of Applied Sciences, The Netherlands |
| |
| Abstract: | The current study investigated the extent to which executive functions (EF) affect how prior knowledge predicts hypermedia learning outcomes in primary school children. Learning outcomes were: individual knowledge and transfer, and dyadic assignment quality. Eighty-seven same-sex dyads participated in a hypermedia WebQuest assignment about the heart and living a healthy lifestyle. EF measures were action control and attention control. Dyadic analyses were performed using actor-partner interdependence models with dyads distinguished by EF. Analyses showed that one's own pre-test predicted one's own and partner's post-test for both higher and lower EF dyad members. Furthermore, for dyad members with relative higher EF only, their own and partner's pre-test predicted transfer. Finally, the lower action control dyad member's pre-test and the higher attention control dyad member's pre-test predicted assignment quality. These results show the importance of EF and prior knowledge for deeper conceptual understanding in a collaborative learning setting. |
| |
| Keywords: | Executive functions Hypermedia Collaborative learning Dyadic analyses |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
