A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is
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, contentdblp:conf/icis/EryilmazPCMR10 fatcat:zu5sigkcezhiziql4q4ty26w4m