Situational knowledge is fostered by collaboration, tool format, and tool-use, with arithmetical format outperforming textual¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Significant main effects of setting, format, and tool-use on situational knowledge favoring collaboration, the arithmetical format, and tool-use. → Kolloffel 2011 q3 i? Students in the arithmetical condition outperformed students in the textual condition on situational knowledge, disconfirming the hypothesized textual-format advantage. → Kolloffel 2011

Evidence¶

Kolloffel 2011¶

Kolloffel, B., Eysink, T. H. S., & de Jong, T. (2011). Comparing the effects of representational tools in collaborative and individual inquiry learning. Computer-Supported Collaborative Learning, 6, 223–251. https://doi.org/10.1007/s11412-011-9110-3

q3 · i? · causal · r2

ANOVA on situational knowledge (max 4, no covariates) in the 61-dyad/95-individual experiment showed main effects of setting, format, and tool-use, plus a setting × tool-use interaction, F(1,205)=10.12, p<.01.

"The analysis indicated a significant difference between settings ( F (1,205)=8.00, p<.01), formats ( F (2,205)=4.22, p<.05), and tool-use ( F(1,205)=5.02, p<.05). Students in the collaborative setting obtained higher situational knowledge scores compared to individuals; students in the arithmetical condition outperformed students in the textual condition; and students who used a tool to externalize, obtained significantly higher scores than students who did not use a tool."

Discussion¶

Related Claims¶

• Representational format produced no significant differences in conceptual or situational knowledge — reports the opposite
• Students are far more inclined to use conceptual and textual representational tools than arithmetical ones, and collaboration does not stimulate arithmetical tool use — related
• Collaborative learners outperform individuals on intuitive knowledge, indicating collaboration rather than representation construction drives the advantage — related
• Collaborative inquiry learners obtain significantly higher post-test overall scores than individual learners — related
• Students who collaborated (in collaborative and combined conditions) reported higher situational interest in the fractions activity — related
• No evidence for a mapping between representational format and enhancement of a specific kind of understanding — reports the opposite
• The Text + Arithmetic format specifically improved procedural knowledge (executing action sequences to solve problems) — related
• Tool-using individuals show advantages on conceptual knowledge while collaborative learners spend less time-on-task — related
• Quantitative experimental results on representational formats left the role of representations in dyad discussion unexplained — related