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  • A “Rich Picture Approach” to researching cognitive activity in hypermedia learning

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    52897_1.pdf (637.6Kb)
    Author(s)
    Beven, Fred
    Griffith University Author(s)
    Beven, Fred A.
    Year published
    2008
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    Abstract
    The aim of this research was to develop and evaluate the effectiveness of a 'rich picture' approach to eliciting the metacognitive processes of learners engaging with hypermedia when undertaking a vocational course. The 'rich picture' approach to knowledge elicitation employed a combination of 'activity' and 'verbal data' analysis (Stahl 2004), and is a hybrid of both think-aloud and stimulated recall methods. That is, the method captured real time data about what the learner was doing and what materials were being engaged with, and stimulated recall on why they were doing it. Sessions were transcribed and the cognitive ...
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    The aim of this research was to develop and evaluate the effectiveness of a 'rich picture' approach to eliciting the metacognitive processes of learners engaging with hypermedia when undertaking a vocational course. The 'rich picture' approach to knowledge elicitation employed a combination of 'activity' and 'verbal data' analysis (Stahl 2004), and is a hybrid of both think-aloud and stimulated recall methods. That is, the method captured real time data about what the learner was doing and what materials were being engaged with, and stimulated recall on why they were doing it. Sessions were transcribed and the cognitive processes were coded and analysed using a taxonomy derived from Brown et al (1983), Pintrich (1989), and Meijer et al (2006). The 'rich picture' methodology was found to be effective in capturing multiple instances of cognitive and metacognitive activity. The data were rich in processes related to learner interaction with the hypermedia, however, it was not always possible to clearly determine whether some processes were merely cognitive or if they involved metacognitive control or monitoring. Hence, it is concluded that any further refinement to this rich picture approach needs to focus on improving the guidance of subjects to a more comprehensive interpretation of their interactions with the hypermedia. It is argued that this 'rich picture' methodology and its continued refinement have important benefits in illuminating the cognitive and metacognitive processes that are critically important to hypermedia design and to extending the theoretical understanding of learning with this medium.
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    Journal Title
    The International Journal of Knowledge, Culture & Change Management
    Volume
    8
    Issue
    5
    Publisher URI
    https://cgscholar.com/bookstore/works/a-rich-picture-approach-to-researching-cognitive-activity-during-hypermedia-learning?adv=true&category_id=cgrn&path=cgrn%2F255%2F260
    Copyright Statement
    © The Author(s) 2008. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this journal please refer to the publisher's website or contact the author.
    Subject
    Vocational Education and Training Curriculum and Pedagogy
    Library and Information Studies
    Business and Management
    Cultural Studies
    Publication URI
    http://hdl.handle.net/10072/22270
    Collection
    • Journal articles

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