Collaboration Modality, Cognitive Load, and Science Inquiry Learning in Virtual Inquiry Environments
ARTICLE
Benjamin E. Erlandson, Brian C. Nelson, Wilhelmina C. Savenye
Educational Technology Research and Development Volume 58, Number 6, ISSN 1042-1629
Abstract
Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to effectively process the rich information encountered in virtual space. In this study, we investigated the effect of communication modality on cognitive load and science inquiry learning in students completing a science inquiry curriculum in an educational MUVE. Seventy-eight undergraduate education majors from a large southwestern university participated in this control-treatment study. Significant positive results were found for reducing cognitive load for participants communicating through voice-based chat, although this reduction was not found to influence learning outcomes. We conclude that use of voice-based communication can successfully reduce cognitive load in MUVE-based inquiry curricula. (Contains 4 tables and 3 figures.)
Citation
Erlandson, B.E., Nelson, B.C. & Savenye, W.C. (2010). Collaboration Modality, Cognitive Load, and Science Inquiry Learning in Virtual Inquiry Environments. Educational Technology Research and Development, 58(6), 693-710. Retrieved March 27, 2024 from https://www.learntechlib.org/p/67567/.
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Keywords
- Cognitive Processes
- Computer Assisted Instruction
- computer mediated communication
- Control Groups
- Cooperation
- Difficulty Level
- Education Majors
- educational technology
- electronic learning
- Experimental Groups
- inquiry
- Instructional Effectiveness
- internet
- Multimedia Instruction
- Multimedia Materials
- Science Instruction
- Synchronous Communication
- teaching methods
- Undergraduate Study
- Virtual Classrooms
Cited By
View References & Citations Map-
Virtual worlds: Relationship between real life and experience in Second Life
Scott Anstadt, Florida Gulf Coast University; Shannon Bradley & Ashley Burnette; Lesley Medley, Florida Gulf Coast University
The International Review of Research in Open and Distributed Learning Vol. 14, No. 4 (Aug 28, 2013)
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Embodiment of the Communicative “Other”: Mode of Communication and Social Presence in Educational Virtual Environments
Nikiforos Papachristos, Ioanna Bellou & Tassos Mikropoulos, The Educational Approaches to Virtual Reality Technologies Lab, The University of Ioannina, Greece
EdMedia + Innovate Learning 2014 (Jun 23, 2014) pp. 2637–2644
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