The Role of Student Tasks in Accessing Cognitive Media Types

We believe that identifying media by their cognitive roles (e.g., definition, explanation, pseudo-code, visualization) can improve comprehension and usability in hypermedia systems designed for learning. We refer to media links organized around their cognitive role as cognitive media types (Recker, Ram, Shikano, Li, & Stasko, 1995). Our hypothesis is that the goals that students bring to the learning task will affect how they will use the hypermedia support system (Ram & Leake, 1995).

We explored student use of a hypermedia system based on cognitive media types where students performed different orienting tasks: undirected, browsing in order to answer specific questions, problem-solving, and problem-solving with prompted self-explanations. We found significant differences in use behavior between problem-solving and browsing students, though no learning differences.

Read the paper:

The Role of Student Tasks in Accessing Cognitive Media Types

by Mike Byrne, Mark Guzdial, Preetha Ram, Rich Catrambone, Ashwin Ram, John Stasko, Gordon Shippey, Florian Albrecht

Second International Conference on the Learning Sciences (ICLS-96), Evanson, IL, July 1996

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