Dyadic executive function effects in children's collaborative hypermedia learning

Cindy Paans*, Eliane Segers, Inge Molenaar, Ludo Verhoeven

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

2 Citations (Scopus)


The current study investigated the extent to which executive functions (EF) affect how prior knowledge predicts hypermedia learning outcomes in primary school children. Learning outcomes were: individual knowledge and transfer, and dyadic assignment quality. Eighty-seven same-sex dyads participated in a hypermedia WebQuest assignment about the heart and living a healthy lifestyle. EF measures were action control and attention control. Dyadic analyses were performed using actor-partner interdependence models with dyads distinguished by EF. Analyses showed that one's own pre-test predicted one's own and partner's post-test for both higher and lower EF dyad members. Furthermore, for dyad members with relative higher EF only, their own and partner's pre-test predicted transfer. Finally, the lower action control dyad member's pre-test and the higher attention control dyad member's pre-test predicted assignment quality. These results show the importance of EF and prior knowledge for deeper conceptual understanding in a collaborative learning setting.

Original languageEnglish
Pages (from-to)66-74
Number of pages9
JournalLearning and instruction
Early online date5 Dec 2018
Publication statusPublished - 1 Apr 2019


  • Collaborative learning
  • Dyadic analyses
  • Executive functions
  • Hypermedia
  • n/a OA procedure


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