The Effect of Visual Scaffolding and Visualization Tendency on Web-Based Problem Solving
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Park, S., Rha, I., Byun, H. & Kim, T. (2010). The Effect of Visual Scaffolding and Visualization Tendency on Web-Based Problem Solving. In Z. Abas et al. (Eds.), Proceedings of Global Learn 2010 (pp. 4035-4043). AACE.
Retrieved from http://www.editlib.org/p/34495.
This study is to investigate whether visual scaffolding and visualization tendency have effects on students’ web-based problem solving. For this purpose, problem solving tasks with two types of visual scaffolding were provided to different levels of visualization tendency groups. Students’ academic achievement in web-based problem solving was measured for the analysis. The result shows that groups provided with higher level of visual scaffolding performed better in web-based problem solving than those with lower level of visual scaffolding, regardless of visualization tendency level. Furthermore, there is no statistically significant interaction between visual scaffolding and visualization tendency. These results imply that visual scaffolding should be considered in instructional design to promote learners’ academic achievement in web-based problem solving.
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