In this study we assessed whether presenting dynamic representations on an IWB would lead to better learning gains compared to presenting static representations. Participants were 7-8 year old primary school children learning about views (N = 151) and the water cycle (N = 182). The results showed significant learning gains from pre-test to post-test for both topics in both conditions. Only for the topic views a significant interaction was found between time and condition.
|Title of host publication||Staging knowledge and experience: how to take advantage of representational technologies in education and training? : EARLI SIG 2 meeting 2012|
|Editors||Erica de Vries, Katharina Scheiter|
|Place of Publication||Grenoble, France|
|Publication status||Published - 28 Aug 2012|