Abstract
The nature of human learning changes as new technologies are introduced. Digital media, with interactive and visually driven learning environments, challenge the traditional, linguistically dominated, mode of communication. At least, this is what is claimed. The study explores a short sequence where a group of students interact with two teachers in the context of a complex learning task dealing with recursion in relation to programming. The results suggest that the mastery of conceptual knowledge that the students develop is tied to local features of the situation that they operate in. The rich environment provides a number of cues that assist the students in handling the task, but there is no indication that the relevant conceptual distinctions are mastered in the manner intended.
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