External and mental referencing of multiple representations

Bodemer, Daniel; Faust, U.

doi:10.1016/j.chb.2005.01.005

Cited by 99 publications

(63 citation statements)

References 30 publications

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“…This is hardly ever allowed in cognitive load research. A study by Bodemer and Faust (2006) found that when students were asked to integrate separated pieces of information, learning was better when learners could do this physically, compared to when they had to do this mentally. And this is indeed what a normal learner in a normal learning situation would do.…”

Section: The External Validity Of Research Resultsmentioning

confidence: 99%

Cognitive load theory, educational research, and instructional design: some food for thought

2009

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Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load.

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Section: The External Validity Of Research Resultsmentioning

confidence: 99%

Cognitive load theory, educational research, and instructional design: some food for thought

2009

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“…Since representational tools guide students in constructing and, thus, discussing specific representations of the domain, educators and instructional designers should realize that such tools are only appropriate for carrying out specific task demands (Ainsworth, 2006;Bodemer & Faust, 2006;Schnotz & Kürschner, 2008). The mere presence or availability of a representational tool does not, therefore, automatically support students in solving complex problems.…”

Section: Drawbacksmentioning

confidence: 99%

Fostering complex learning-task performance through scripting student use of computer supported representational tools

Slof

Erkens

Kirschner

et al. 2010

Computers & Education

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This study investigated whether scripting student use of computer supported representational tools fostered students' collaborative performance of a complex business-economics problem.Scripting the problem-solving process sequenced and made its phase-related part-task demands explicit, namely (1) determining core concepts, (2) proposing multiple solutions, and (3) coming to a final solution. The representational tools facilitated students in constructing specific representations of the domain (i.e., conceptual, causal, or mathematical) and were each suited for carrying out the part-task demands of a specific phase. Student groups in four experimental conditions had to carry out all part-tasks in a predefined order, but differed in the representational tool(s) they received during their collaborative problem-solving process.In three mismatch conditions, student groups received either a conceptual, causal, or simulation representational tool which supported them in only carrying out one of the three part-tasks. In the match condition, student groups received the three representational tools in the specified order, each matching the part-task demands of a specific problem phase. The results revealed that student groups in the match condition constructed more task-appropriate representations and had more elaborated and meaningful discussions about the domain. As a consequence, those student groups performed better on the complex learning-task. However, similar results were obtained by student groups who only received a representational tool for constructing causal representations for all part-tasks.

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“…The study [54] found a learning advantage for interactive labeling only when the learning task was sufficiently difficult for the learners. A similar investigation [55] showed that learners who were required to actively integrate text and diagram using a drag-and-drop format learned more than those provided with a pre-integrated format. Complementary to these existing studies, the present study examines the effect of an interactive labeling format where learners enter text in entry fields and receive feedback.…”

Section: F Labeling Mechanisms For Supporting Learning From Diagramsmentioning

confidence: 97%

Introductory Circuit Analysis Learning From Abstract and Contextualized Circuit Representations: Effects of Diagram Labels

et al. 2014

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Abstract-Novice learners are typically unfamiliar with abstract engineering symbols. They are also often unaccustomed to instructional materials consisting of a combination of text, diagrams, and equations. This raises the question of whether instruction on elementary electrical circuit analysis for novice learners should employ contextualized representations of the circuits with familiar components, such as batteries, or employ abstract representations with the abstract engineering terms and symbols. A further question is if text labels in the circuit diagrams would aid these learners. This study examined these research questions with a "2 3" experimental design, in which the two forms of representation (abstract or contextualized) were considered under three types of diagram labeling (no labels, static labels, or interactive labels). The design was implemented in an instructional module on elementary circuit analysis for novice learners. Results indicated that abstract representations led to higher near-and far-transfer post-test scores, and that interactive (student-generated) labeling resulted in higher near-transfer scores than either the no-labels or static-labels conditions. These findings suggest that abstract representations promote the development of deep, transferrable knowledge and that generative methods of integration, such as interactive diagram labeling, can facilitate learning with multiple external representations.Index Terms-Circuit analysis instruction, circuit diagram, diagram label, electrical circuit analysis, multiple external representations, novice learner.

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External and mental referencing of multiple representations

Cited by 99 publications

References 30 publications

Cognitive load theory, educational research, and instructional design: some food for thought

Cognitive load theory, educational research, and instructional design: some food for thought

Fostering complex learning-task performance through scripting student use of computer supported representational tools

Introductory Circuit Analysis Learning From Abstract and Contextualized Circuit Representations: Effects of Diagram Labels

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