Children learning with hypermedia systems in relation to social aspects has been analysed. Data were obtained in a two years research. We performed two different experiments. First experiment. Learning and socialization in pairs of children in three different situation: traditional lessons, videotape, hypermedia. The influence of gender and relationship between children on learning and task collaboration has been observed. Results show an increase on collaborative behaviour in couple of mixed friend children (one male and one female). Second experiment. Learning through hypermedia comparing performances between individuals and pairs respect Cooperative Learning theory. We can observe in couple of children a significant increase of learning vesus a single child in the same experimental situation.

L’apprendimento mediante sistemi ipermediali: coppie versus singoli; maschi versus femmine; amici versus conoscenti / MELONI C. - 14:2(2006), pp. 195-215.

L’apprendimento mediante sistemi ipermediali: coppie versus singoli; maschi versus femmine; amici versus conoscenti

MELONI, CARLA
2006

Abstract

Children learning with hypermedia systems in relation to social aspects has been analysed. Data were obtained in a two years research. We performed two different experiments. First experiment. Learning and socialization in pairs of children in three different situation: traditional lessons, videotape, hypermedia. The influence of gender and relationship between children on learning and task collaboration has been observed. Results show an increase on collaborative behaviour in couple of mixed friend children (one male and one female). Second experiment. Learning through hypermedia comparing performances between individuals and pairs respect Cooperative Learning theory. We can observe in couple of children a significant increase of learning vesus a single child in the same experimental situation.
IPERMEDIA; APPRENDIMENTO COOPERATIVO; HYPERMEDIA; COOPERATIVE LEARNING
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11584/20415
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