Visual representation fidelity and self‐explanation prompts in multi‐representational adaptive learning

Abstract

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.

The efficacy of written corrective feedback: Searching for the best predictors

“…The performance of learners in different languaging conditions was significantly different in the delayed test. This result corroborates the findings in cognitive psychology (e.g., Joo et al., 2021; Martin et al., 2022). Table 10 reveals that prompted written languaging was more predictive of learning than both the two modes of oral languaging.…”

“…In cognitive psychology, it has been proved that the prompts for self-explanation can affect learning. For example, Joo et al (2021) found that learners receiving prompts fading from full to less scaffolding achieved significantly higher knowledge inference scores than learners receiving prompts delivering fixed instructions. Martin and colleagues (2022) found that focused prompts explicitly activating relevant constructs and terms in learning materials helped pre-service teachers notice more tutoring strategies than open prompts without particular guidance.…”

Realistic visualizations can aid transfer performance: Do distinctive shapes and descriptive labels contribute towards learning?

“…As Menendez et al (2022) describe that visual abstraction may have more positive effects on adults than on children in transfer tasks, it may also be worthwhile to investigate whether the present results can likewise be affected by age or other learner characteristics, such as spatial ability (Brucker et al, 2014; Huk, 2006). In addition, the combination of rendering styles and fading of realistic details that have been shown to enhance learning (Fyfe et al, 2014; Joo et al, 2021) should be assessed in a task in which concrete surface details need to be mentally transformed in a way similar to the present studies. Finally, it needs to be assessed whether the findings of the studies have an impact on dynamic visualizations, animations, and learning in virtual reality.…”

Архітектура Цифрових Технологій В Освітньому Середовищі Викладача Як Трансфер Інновацій В Економічний Простір Держави

“…Інформаційна навчальна система для адаптивного навчання інформатики та математики повинна забезпечувати умови для досягнення навчальних цілей; поєднувати різні типи подання навчальних матеріалів з урахуванням індивідуальних особливостей здобувачів освіти щодо сприйняття матеріалу (візуал, аудіал або кінестетик), бути адаптована під різні форми й методи навчання [26][27].…”