Abstract
This study investigates inquiry-based interaction and learning outcomes mediated by two types of artifact-centered discourse environments. The study aims to promote social construction of knowledge by optimizing the division of mental effort between pragmatic and semantic grounding activities. We present a theoretical research model by combining social constructivism, grounding theory, and cognitive load theory. We carried out a quasi-experimental study using survey instruments, content analysis, sequential analysis, and knowledge tests for a holistic approach to understand the paradox of mental effort in online learning conversations. The primary finding of this study is that a linked artifact-centered discourse environment facilitates pragmatic grounding activities to attain a common ground in online learning conversations. Additionally, less need for pragmatic grounding activities leaves more room for semantic grounding activities. Finally, more semantic grounding activities lead to a deeper understanding of the learning material.
Recommended Citation
Eryilmaz, Evren; van der Pol, Jakko; Clark, Philip Martin; Mary, Justin; and Ryan, Terry, "UNDERSTANDING THE PARADOX OF MENTAL EFFORT IN ONLINE LEARNING CONVERSATIONS" (2010). ICIS 2010 Proceedings. 65.
https://aisel.aisnet.org/icis2010_submissions/65