Task design relates to emphases within the cognitive elements: the technology-enhanced task elicited more task exploration, while the physical-objects task elicited more coordination¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across task designs, cognitive sub-element emphases differed: Task 1 involved more task exploration than coordination, while Task 2 involved more coordination than task exploration. → Johanna Pöysä-Tarhonen 2022

Evidence¶

Johanna Pöysä-Tarhonen 2022¶

Johanna Pöysä-Tarhonen, Päivi Häkkinen, Pasi Tarhonen, Piia Näykki, Sanna Järvelä. (2022). “Anything taking shape?” Capturing various layers of small group collaborative problem solving in an experiential geometry course in initial teacher education. Instructional Science. https://doi.org/10.1007/s11251-021-09562-5

q2 · i? · qualitative · r3

Phase 1 descriptive comparison of cognitive sub-element emphases across the two task designs, summarized from proportional distributions in Tables 7 and 8. The article adds that "cognitive elements were more identifiable from the interaction data but with slightly different task-related emphases".

"Task 1 involved more task exploration than coordination, while Task 2 involved more coordination than task exploration."

Discussion¶

Related Claims¶

• Frequency-based content analysis shows little variation in how CPS was actualized across groups and tasks, with Problem Reanalysis the most frequent sub-element in both task designs — related
• Temporal process analysis reveals group- and task-related differences that the frequency accounts did not show, in the interchange of CPS elements over time — related