Titel | Learning how to use a digital workbench: guided or explorative? |
Publication Type | Book Chapter |
Year of Publication | 2022 |
Book Title | Orchestration of Learning Environments in the Digital World |
Volume | Part of the Cognition and Exploratory Learning in the Digital Age book series (CELDA) |
Seiten | 21-34 |
Authors | Buchner, J, Vonarx, A, Pfänder, P, Kerres, M |
Editor | Iffenthaler, D, Isaías, P, Sampson, DG |
Publisher | Springer |
City | Berlin |
ISBN Number | 978-3-030-90943-7 |
ISSN Number | 2662-5636 |
Abstract | In this study, vocational education teachers and research assistants learned how to use a new digital workbench through a guided or an unguided instructional approach. We investigated the influence of the two instructional approaches on different learning objectives. Results show that guided instruction led to significantly better performance on a structured learning objective (quantity of tasks fulfilled), better performance on a second structured learning objective (quality of the fulfilled tasks), and similar results to a more unstructured learning objective (explore the functionalities of the workbench). Furthermore, we found that participants in the guided condition reported less temporal stress and higher self-confidence to perform well on the given tasks. With regard to the attitudes toward the use of the workbench, the participants in the unguided group showed slightly more positive values, although the differences were not statistically significant. In conclusion, we found advantages for the guided instructional approach with worked-out examples when participants have to learn how to use a totally new digital workbench. |
URL | https://link.springer.com/book/9783030909437 |
DOI | 10.1007/978-3-030-90944-4 |
Recent Publications
- What the Amazon can’t deliver: Lessons learned from Virtual Reality-based sustainability education
- The Virtual Painting Shop: Investigating the Effects of Interaction Techniques in Virtual Reality
- Curriculumsentwicklung als Antrieb für die Digitalisierung: Ein Blick auf bildungspolitische Überlegungen im internationalen Kontext
- Künstliche Intelligenz im Kontext von Kompetenzen, Prüfungen und Lehr-Lern-Methoden. Alte und neue Gestaltungsfragen
- Vom Pixel zur Präsenz–Rückblick auf das JFMH 2023 an der Universität Duisburg-Essen
- Beyond Comparing Learning Technologies: Experiencing Flow in Virtual Reality
- Studie: Wie lernt sich’s mit der Greenpeace-App?