How multiple external representations are used and how they can be made more useful

Schwonke, Rolf; Berthold, Kirsten; Renkl, Alexander

doi:10.1002/acp.1526

Cited by 123 publications

(92 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some of these difficulties can be attributed to the learners' limited knowledge of the roles or functions of external representations. For example, Schwonke, Berthold, and Renkl (2009) found that even advanced learners who studied worked examples with multirepresentational solutions (i.e., word problems accompanied by tree diagrams and equations) in the domain of 'probability' were largely unaware of the cognitive functions of these external representations (e.g., complementing or constraining interpretation of one another). In a subsequent intervention study, simply informing about the cognitive functions (especially of tree diagrams in the worked-out examples) led to deeper conceptual understanding of probability problems and better procedural skills in solving probability problems.…”

Section: Multiple External Representationsmentioning

confidence: 99%

Metacognitive support promotes an effective use of instructional resources in intelligent tutoring

Schwonke¹,

Ertelt²,

Otieno³

et al. 2013

Learning and Instruction

Self Cite

View full text Add to dashboard Cite

Section: Multiple External Representationsmentioning

confidence: 99%

Metacognitive support promotes an effective use of instructional resources in intelligent tutoring

Schwonke¹,

Ertelt²,

Otieno³

et al. 2013

Learning and Instruction

Self Cite

View full text Add to dashboard Cite

“…It has also been used in various areas of educational psychology in a number of studies over recent years (e.g. Vauras et al 1992;Schwonke et al 2009;Verschaffel et al 1992). There has recently been increased interest in this methodology, especially in research about multimedia learning (Mayer 2010;Scheiter and van Gog 2009;van Gog and Scheiter 2010) and expository text reading (Hyönä et al 2002;Hyönä and Nurminen 2006).…”

Section: Eye Movements and Text Readingmentioning

confidence: 99%

Uncovering the effect of text structure in learning from a science text: An eye-tracking study

Ariasi

Masón

2010

Instr Sci

View full text Add to dashboard Cite

Successful text reading is crucial to most learning required in school and academic contexts. To extend current research on learning from science texts, this exploratory study investigates the interplay of readers’ prior knowledge and text structure through eye-tracking methodology. We examined whether reading a refutational or non-refutational text would induce different cognitive processing, as revealed by eye-movement analyses that provide objective measures of visual attention allocation during reading. Unlike a standard expository text, a refutational text acknowledges a reader’s alternative conceptions about a topic, refutes them, and then introduces scientific conceptions as viable alternatives. Forty university students read one or the other type of text about the phenomenon of the tides. All had alternative conceptions about the topic. Findings showed that at post-test (off-line measure) refutational text readers learned more than non-refutational text readers. Outcomes regarding indices of visual behavior (on-line measures) during reading revealed that refutational text readers fixated the text segments presenting scientific concepts for a longer time overall than non-refutational text readers, in particular during the second-pass reading. Refutational text readers also fixated the refutational segments for a shorter time than non-refutational text readers for the control segments. Furthermore, all indices of visual attention predicted learning only for the refutational text readers, whose comprehension was negatively related to the length of reading, but positively related to its quality. The more the students’ reading of the refutational text was strategic, the better they learned from it. Implications about eye-tracking methodology and the refutational effect are drawn from the study

show abstract

“…Often, coding and rating schemes are used to analyze recorded CSIC sessions and log-files post-hoc, in order to classify a wide range of learning-related activities (Wittwer, Nückles, & Renkl, 2010). These may be complemented by online measurements such as eye-movement data (Schwonke, Berthold, & Renkl, 2009), think-aloud protocols (Ericsson, 2003), or measures of cognitive load (Eysink, de Jong, Berthold, Kolloffel, Opfermann, & Wouters, 2009). …”

Section: Learning Perspective Methodsmentioning

confidence: 99%

Toward an Integration of the Learning and Communication Perspectives in Computer-Supported Instructional Communication

Deiglmayr

Paus

McCall

et al. 2013

Journal of Media Psychology

Self Cite

View full text Add to dashboard Cite

Research on computer-supported instructional communication (CSIC) involves the study of interactions between instructors, learners, and system components in computer-based learning environments. At least two strands of research can be identified that are crucial for the understanding of CSIC: From the learning perspective, rooted in cognitive and educational psychology, CSIC is analyzed with regard to its potential for promoting specific cognitive processes, and thus ultimately for improving learning. From the communication perspective, rooted in social psychology and communication science, CSIC is analyzed with regard to conditions that affect its effectiveness and efficiency. CSIC researchers face the challenge of integrating the two traditionally separate research strands and their distinct methodological frameworks. In turn, new methods and findings emerging from an integrative application of research methods are leading to new conceptual challenges regarding the causal mechanisms mediating between the interindividual and the intraindividual levels in CSIC. We provide examples of CSIC research that demonstrate successful methodological integration, and introduce open conceptual challenges.

show abstract

How multiple external representations are used and how they can be made more useful

Cited by 123 publications

References 12 publications

Metacognitive support promotes an effective use of instructional resources in intelligent tutoring

Metacognitive support promotes an effective use of instructional resources in intelligent tutoring

Uncovering the effect of text structure in learning from a science text: An eye-tracking study

Toward an Integration of the Learning and Communication Perspectives in Computer-Supported Instructional Communication

Contact Info

Product

Resources

About