Learning From Multiple Representations: Prior Knowledge Moderates the Beneficial Effects of Signals and Abstract Graphics

Abstract

Multimedia learning research addresses the question of how to design instructional material effectively. Signaling and adding graphics are typical instructional means that might support constructing a mental model, particularly when learning abstract content from multiple representations. Although signals can help to select relevant aspects of the learning content, additional graphics could help to visualize mentally the subject matter. Learners’ prior knowledge is an important factor for the effectiveness of both types of support: signals and added graphics. Therefore, we conducted an experimental study situated in a university course of computer science with N = 124 participants. In our 2 × 2 factorial design, we investigated the effects of signals and illustrating graphics on learning outcomes and their potential interplay. Based on our regression analysis, we revealed prior knowledge as a significant moderator. Although learners with low levels of prior knowledge can profit from all types of help but still gain rather weak learning outcomes, learners with medium levels of prior knowledge profit from the synergy of both helps. With higher levels of prior knowledge, signals were particularly hampering. To improve the understanding of these supportive or hampering effects, a more fine-grained analysis of these processes and motivational effects is necessary.

Instructor's low guided gaze duration improves learning performance for students with low prior knowledge in video lectures

“…However, the significance of the expertise reversal effect may vary (Cromley & Chen, 2023; Vogt et al, 2020). For instance, Arslan‐Ari et al (2020) conducted various cueing in conjunction with learners' prior knowledge to assess their impact on learning performance and mental effort but did not find a significant interaction effect.…”

E-LKPD Interaktif Berbasis Multipel Representasi pada Materi Laju Reaksi

“…Bahkan dalam sebuah penelitian, dikatakan bahwa konsep materi laju reaksi yang abstrak telah menimbulkan miskonsepsi pada peserta didik (Safitri et al, 2019). Tetapi, apabila peserta didik dapat mengaitkannya dengan multipel representasi, maka peserta didik dapat meningkatkan pemahaman materi kimia yang bersifat abstrak (Vogt et al, 2020).…”

How can transforming representation of mathematical entities help us employ more cognitive resources?

“…The strength of metonymic relationship is greater for some types of curves depending on past experiences of the observer. However, it should be noted that the way that a mathematical representation is viewed by a person depends on the person's prior knowledge of the representation (e.g., Fletcher and Tobias, 2014;Van Gog, 2014;Schüler et al, 2015;Richter et al, 2018;Seufert, 2019;Vogt et al, 2020). Novice mathematics learners, adults, and experts view various representations differently.…”