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https://repository.isls.org//handle/1/3094
Title: | When do diagrams enhance learning? A framework for designing relevant representations |
Authors: | Davenport, Jodi Yaron, David Klahr, David Koedinger, Kenneth |
Issue Date: | Jun-2008 |
Publisher: | International Society of the Learning Sciences, Inc. |
Citation: | Davenport, J., Yaron, D., Klahr, D., & Koedinger, K. (2008). When do diagrams enhance learning? A framework for designing relevant representations. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volume 1 (pp. 191-198). Utrecht, The Netherlands: International Society of the Learning Sciences. |
Abstract: | Although many studies demonstrate large learning gains when instruction includes diagrams, diagrams do not always lead to improved outcomes. How can instructional designers know whether a given diagram will enhance learning? We have developed a framework of three factors that influence the effectiveness of a diagram in a particular learning situation: the learning objective, the design of the visual representation and the cognitive processing of the learner. In a randomized-design study conducted in a college chemistry class, we found that instruction that included diagrams created with this framework led to enhanced performance on open-ended transfer items compared to traditional instruction, particularly for low-performing students. We propose that a concept-based cognitive theory of multimedia learning that includes a conceptual working memory component may explain why the efficacy of diagrams depends heavily on the prior knowledge of the learner as well as the conceptual information available in the representation. |
URI: | https://doi.dx.org/10.22318/icls2008.1.191 https://repository.isls.org//handle/1/3094 |
Appears in Collections: | ICLS 2008 |
Files in This Item:
File | Size | Format | |
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191-198.pdf | 256.21 kB | Adobe PDF | View/Open |
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