Volume Two - Academic Conferences

Fabio Serenelli et al.
chain. Contrary to initial assumptions, the Cooperative Setting in dyads doesn’t seem to improve the
understanding of the concepts rather than the Self-directed Setting with Learning-Game (LO3/Setting
A vs B).
Figure 6: Average performance on each test
Problem Solving Test: the paper version of the material (LO1) is definitely not recommended for this
kind of tasks, while LO2 - Multimedia Step by Step seems to be the best solution to improve the
Problem Solving skill (learning objectives are: “solve problems transferring the knowledge in new
context” and “conceptual model abstraction”).
Moreover it's interesting to point out that the Learning-Game (LO3) gives significantly better results
adopting a cooperative learning strategy (Setting B) than a self directed one (A). This outcome could
result from gains in understanding through discussion, or from peer influence of more skilled students
on the others.
Transfer Test: (average of Comprehension Test and Problem Solving Test results) offers us a
task/performance synthesis of the five experimental conditions in relation to the types of knowledge
identified with the CPM. Contrary to initial assumptions – it seems that neither the physical presence
of the teacher (Setting C) nor the cooperative learning (Setting B) favor benefits on learning;
otherwise the best degree of effectiveness seems to be achieved choosing the Self-Directed Learning
(Setting A) combined with a linear, strongly driven multimedia content as LO2 - Multimedia Step-by-
Step that limits interactivity to the control of learning pace. The LO3 - Learning-Game format however
performs quite well without any difference if used individually or in pairs.
References
Beilin, H. (1992) Piaget's enduring contribution to developmental psychology. Developmental Psychology, 28, pp
191-204.
Calvani, A. (2009) Teorie dell’istruzione e carico cognitivo, Trento, Erickson.
Clark, R. C. (2007) Developing technical training: a structured approach for developing ... (p 269). John Wiley
and Sons.
Clark, R. C. and Mayer, R. E. (2003) ELearning and the Science of Instruction. Jossey-Bass Pfeiffer, San
Francisco.
Clark, R. E. (2003) "What Works in Distance Learning: Instructional Strategies". In O'Neil, H.F. (Ed.), What Works
In Distance Learning (p 26). Los Angeles: Center for the Study of Evaluation.
Mammarella, N., Cornoldi, C. and Pazzaglia, F. (2005). Psicologia dell’apprendimento multimediale. Il Mulino.
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