In their prior research on adaptive instruction for multi‐representational learning, the researchers explored various perspectives on designing visual representations and scaffolds. However, controversies and discrepancies regarding the fidelity of visual representations and self‐explanation prompts have yet to be resolved. This research thus examines types of visual representations and self‐explanation prompts and thereby suggests instructional strategies for multi‐representational adaptive learning. Sixty‐nine college students participated in a 2 × 2 between‐subjects study design (schematic only and adaptively increasing the fidelity of visual representation as well as fixed and fading self‐explanation prompts). Adaptively increasing visual fidelity was shown to be effective for mental model construction. Knowledge inference was most enhanced in the group utilising both adaptive approaches. The increased germane cognitive load appears to have mediated, in particular, the effects of visually adaptive instruction. This research suggests that visually adaptive instruction should include customized self‐explanation supports to ensure successful multi‐representational adaptive learning. This research reveals that sequencing visual representations with increasing fidelity as learning progress in instructional materials and offering fading support for prompts tailored to learning progress are the two effective and complementary ways to ensure customized learning.

This research investigated the effects of focus (inference vs. inference followed by integration) and level (low vs. middle vs. high) in self-explanation prompts on both cognitive load and learning outcomes. To achieve this goal, a 2*3 experiment design was employed. A total of 199 South Korean high school students were randomly assigned to one of six conditions. The two-way MANOVA was used to analyse the effects of the self-explanation prompts on learning outcomes. Results showed that there was an interaction effect between focus and level of self-explanation prompts on delayed conceptual knowledge, suggesting that the focus of self-explanation prompts could be varied depending on their level. Second, learners who were given a high level of prompts scored higher on the immediate conceptual knowledge test than those who received a low level of prompts. A two-way ANOVA was conducted to analyse the effects of the self-explanation prompts on cognitive load and showed no significant interaction effect. However, there was a main effect in the level of the prompt that a high level of self-explanation prompts imposed a lower cognitive load compared to a low level of prompts. In sum, the design and development of self-explanation prompts should consider both focus and level, especially to improve complex problem-solving skills.

Purpose: The aims of this study are to analyze and to visualize distribution of patients visiting at a dental college hospital, using geographic information system (GIS). The visualized data can be utilized in patient care and treatment planning, ultimately leading to the assessment of risk evaluation and prevention of dental diseases. Materials and Methods: Patient information data was obtained from Dankook University Dental Hospital including the unit number, gender, date of birth, and address from 2007 to 2014. Patient distribution was visualized using GIS. Statistical analyses were performed using SAS 9.3 and ArcGIS 10.1. Five factors including proximity, accessibility, age, gender, and socioeconomic status were investigated as the explanatory variables of the patient distribution. Results: The visualized patient data showed a nationwide scale of the patient distribution. There was a little difference in characteristics for each department. As closer at Dankook University Dental Hospital, visitors increased. And it strongly showed that elderly patients in rural areas tend to visit more. Conclusion: The distribution of patients has been shown to be significantly affected by the proximity, accessibility, age, gender and socioeconomic status. The underlying reason remains to be further studied.

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