The effects of inspecting and constructing part-task-specific visualizations on team and individual learning

This study examined whether inspecting and constructing different part-task-specific visualizations differentially affects learning. To this end, a complex business-economics problem was structured into three phase-related part-tasks: (1) determining core concepts, (2) proposing multiple solutions, and (3) coming to a single solution. Each phase was foreseen with a part-task-specific representational tool facilitating visualization of the domain-content (i.e., a conceptual, causal and simulation tool respectively for the subsequent phases). Whereas all teams of learners (N = 17) were scripted to carry out the part-tasks in the predefined order, teams were instructed to (1) inspect expert visualizations (n = 8) or (2) construct their own domain-specific visualizations (n = 9). Results indicate that constructing visualizations, in comparison to inspecting them, evokes more meaningful discussion of the domain-content beneficially affecting team complex learning-task performance and individual learning gains (i.e., higher post-test score).

► Constructing visualization is more effective for learning then simply inspecting them.
► Construction evokes more elaborate and meaningful domain-specific discussions.
► Introduce qualitative and quantitative visualizations in a task congruent manner.
► Future research should examine applicability in other domains and learning tasks.