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Title:
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COLLABORATIVE INFORMATION SEARCH IN PRIMARY GRADES: IMPACTS OF DOMAIN KNOWLEDGE |
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Author(s):
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Jérôme Dinet |
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ISBN:
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978-972-8924-69-0 |
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Editors:
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Kinshuk, Demetrios G Sampson, J. Michael Spector, Pedro Isaías and Dirk Ifenthaler |
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Year:
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2008 |
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Edition:
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Single |
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Keywords:
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Collaborative information search, primary grades, cognitive processes, Internet |
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Type:
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Full Paper |
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First Page:
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176 |
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Last Page:
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182 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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This paper presents an experimental study describing the impacts of pair interaction during the process of collaborative
search for information on the World Wide Web when end-users are young learners. 108 pupils recruited from Grade 3
were asked to look for answers in one of the five conditions created by manipulating two independent factors: level of
domain knowledge (D- versus D+) and the condition (Single versus Pairs). So the five conditions were the following:
Single D-, Single D+, Pairs D-/D-, Pairs D-/D+, and Pairs D+/D+. For each pairs (D-/D-, D-/D+ and D+/D+) and
singled participants (Single D- and Single D+), three indicators for six search sessions were analysed: (1) number of
correct answers; (2) response time in seconds; (3) verbal interactions. Results have mainly shown that if pairs retrieved
effectively more correct answers and were more efficient than singles, they are really more efficient only if one or two of
the children has/have a high level of domain knowledge. In other words, the level of domain knowledge is crucial for
collaborative information search. Moreover, pairs composed by two children without specific domain knowledge
produced more verbalizations related to conflicts. So, if two heads search better than one when learners are students, as
Lazonder said (2005), our results moderate this idea when learners are paired in dyad with children with different levels
of domain knowledge. |
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