The Effect of Visual Scaffolding and Visualization Tendency on Web-Based Problem Solving

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

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 Asia Pacific 2010 (pp. 4035-4043). AACE.
Retrieved from http://www.editlib.org/p/34495.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Global Learn Asia Pacific (Global Learn) 2010
Penang, Malaysia
May 17, 2010
ISBN 1-880094-79-7
  Zoraini Wati Abas, Insung Jung & Joseph Luca
AACE

More Information on Global Learn
Table of Contents

Authors

Soyoung Park, Ilju Rha, Hyunjung Byun, Taehyun Kim, Seoul National University, Korea, Republic Of

Abstract

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.

Also Read

• The International Handbook Summit Call to Action for Learning with Technology in the 21st Century
• Does Age And Gender "Really" Play A Role In Faculty’s Use Of Instructional And Assessment Technologies?
• Islamic education in Indonesia and the potential for social transformation through engagement in online communities
• e-Learning Policy: Supporting Learners in Higher Education?
• Utilizing Storytelling as an Instructional Element in Higher Education
• Revitalising teaching education practices through the effective use of WikiEducator as an innovative and pragmatic approach to collaborative and lifelong learning
• The structure of Korean in-service teachers' ICT literacy
• An exploration on the use of Facebook as a tool for social support on an intercultural exchange program
• An Analysis of School Administration Levels and the Perception of Technology as a Collaborative Tool Using the IBM Change Toolkit
• Blended Learning: Current Trends and Issues

Tags