San Diego, Jonathan and Aczel, James
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Recent developments in digital data capture technologies are opening up new possibilities for researching the alleged pedagogical benefits of computer-based representations. This research suggests how integrated analysis of learners' gazes, actions, writing, sketches and utterances can better illuminate subtle cognitive strategies. In particular, the findings challenge the commonplace that it is always beneficial for learners to see and manipulate dynamic multiple representations.
|Item Type:||Conference Item|
|Academic Unit/Department:||Institute of Educational Technology|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||James Aczel|
|Date Deposited:||15 Dec 2008 08:08|
|Last Modified:||05 Oct 2016 17:21|
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