Abstract
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 language | English |
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Pages (from-to) | 66-74 |
Number of pages | 9 |
Journal | Learning and instruction |
Volume | 60 |
Early online date | 5 Dec 2018 |
DOIs | |
Publication status | Published - 1 Apr 2019 |
Keywords
- Collaborative learning
- Dyadic analyses
- Executive functions
- Hypermedia
- n/a OA procedure