Digital video tools in the classroom: empirical studies on constructivist learning with audio-visual media in the domain of history
نویسندگان
چکیده
This paper presents empirical evidence concerning the application of digital video technologies for creating design-based learning environments for middle school students. In three studies we show how the affordances and constraints of digital video technology can support for students their (a) cognitive (b) action related and (c) socio-cognitive learning processes in the domain of history. We present both quantitative and qualitative data. We also present initial evidence for the role of complementary support by explicit instructional guidance. Results are discussed with regard to practical implications.
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