An experimental study of the effects of representational guidance on collaborative learning processes

The importance of both social processes and of representational aids for learning is well-established, yet few experimental studies have, addressed the combination of these factors. The research reported in this article evaluates the influence of tools for constructing representations of evidential models on collaborative learning processes and outcomes. Pairs of participants worked with I of 3 representations (Graph, Matrix, Text) while investigating complex science and public health problems. Dependent measures included (a) the content of participants' utterances and representational actions and the timing of these utterances and actions with respect to the availability of information; (b) a multiple choice test of the ability to recall the data, hypotheses, and evidential relations explored; and (c) the contents of a written essay. The results show that representational notations can have significant effects on learners' interactions, and may differ in their influence on subsequent collaborative use of the knowledge being manipulated. For example, Graph and Matrix users elaborated on previously represented information more than Text users. Representation and discussion of evidential relations was quantitatively greatest for Matrix users as predicted, yet this came at the cost of excessive consideration and revision of unimportant relations. Graph users may have been more focused in their consideration of evidence, and the work done in the Graph representation had the greatest impact on the contents of the essays. Although limited to initial use of representations in a laboratory setting, the work demonstrates that representational guidance of collaborative learning is worthy of study and suggests several lines of further investigation.