Representation sequencing in computer-based engineering education

Johnson, Amy M.; Reisslein, Jana; Reisslein, Martin

doi:10.1016/j.compedu.2013.11.010

Cited by 31 publications

(27 citation statements)

References 90 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In prior studies [49]- [52], the authors examined a different research issue related to the representation of electrical circuits on learning, namely abstract representations using engineering symbols (e.g., the zigzag symbol for a resistor) versus contextualized representations using illustrations of everyday circuit elements (e.g., light bulbs). These prior studies [49]- [52] found that abstract representations improve learning compared to contextualized representations.…”

Section: Color Coding In Electrical Engineering Instructionmentioning

confidence: 99%

Color Coding of Circuit Quantities in Introductory Circuit Analysis Instruction

2015

Self Cite

View full text Add to dashboard Cite

Learning the analysis of electrical circuits represented by circuit diagrams is often challenging for novice students. An open research question in electrical circuit analysis instruction is whether color coding of the mathematical symbols (variables) that denote electrical quantities can improve circuit analysis learning. The present study compared two groups of high school students undergoing their first introductory learning of electrical circuit analysis. One group learned with circuit variables in black font. The other group learned with colored circuit variables, with blue font indicating variables related to voltage, red font indicating those related to current, and black font indicating those related to resistance. The color group achieved significantly higher post-test scores, gave higher ratings for liking the instruction and finding it helpful, and had lower ratings of cognitive load than the black-font group. These results indicate that color coding of the notations for quantities in electrical circuit diagrams aids the circuit analysis learning of novice students.Index Terms-Circuit diagram, electrical circuit analysis, font color, multiple representations, novice learners.

show abstract

Section: Color Coding In Electrical Engineering Instructionmentioning

confidence: 99%

Color Coding of Circuit Quantities in Introductory Circuit Analysis Instruction

2015

Self Cite

View full text Add to dashboard Cite

show abstract

“…Presenting abstract representations first can reduce cognitive load and allow the learner to focus on important conceptual principles before introducing contextual elements later (van Merriënboer & Sluijsmans, 2009) [27]. Johnson, Reisslein, and Reisslein (2014) [28] found that when abstract representations of electrical circuits were presented before diagrams with real-world representations (e.g., those that included depictions of home wiring and lamps), engineering students demonstrated superior problem-solving performance compared to those who received the representations in reverse order. The knowledge targeted by Johnson et al (2014) [28] was procedural and not declarative or conceptual (e.g., Goldstone & Son, 2005;Scheiter et al, 2009) [20,22], which may in part explain the discrepancies in the literature on representational sequencing.…”

Section: Representational Sequencing In Instructionmentioning

confidence: 99%

Effects of Instructional Guidance and Sequencing of Manipulatives and Written Symbols on Second Graders’ Numeration Knowledge

2017

View full text Add to dashboard Cite

Concrete objects used to illustrate mathematical ideas are commonly known as manipulatives. Manipulatives are ubiquitous in North American elementary classrooms in the early years, and although they can be beneficial, they do not guarantee learning. In the present study, the authors examined two factors hypothesized to impact second-graders' learning of place value and regrouping with manipulatives: (a) the sequencing of concrete (base-ten blocks) and abstract (written symbols) representations of the standard addition algorithm; and (b) the level of instructional guidance on the structural relations between the representations. Results from a classroom experiment with second-grade students (N = 87) indicated that place value knowledge increased from pre-test to post-test when the base-ten blocks were presented before the symbols, but only when no instructional guidance was offered. When guidance was given, only students in the symbols-first condition improved their place value knowledge. Students who received instruction increased their understanding of regrouping, irrespective of representational sequence. No effects were found for iterative sequencing of concrete and abstract representations. Practical implications for teaching mathematics with manipulatives are considered.

show abstract

“…Another interesting direction for future research is to examine fading strategies for diagram labels; that is, the labels could initially be provided, similar to worked example solutions [73], [74], then transition to interactive labels, and later be omitted altogether. Other interesting directions are to examine diagram labeling in conjunction with representation transitioning [75] or in conjunction with the integration of equations into the circuit diagrams [76].…”

Section: Future Research Directionsmentioning

confidence: 99%

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

et al. 2014

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Representation sequencing in computer-based engineering education

Cited by 31 publications

References 90 publications

Color Coding of Circuit Quantities in Introductory Circuit Analysis Instruction

Color Coding of Circuit Quantities in Introductory Circuit Analysis Instruction

Effects of Instructional Guidance and Sequencing of Manipulatives and Written Symbols on Second Graders’ Numeration Knowledge

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

Contact Info

Product

Resources

About