Identifying Variables and Constructing Relations: Effects of Multiple Images and Texts Stimuli

Abstract

Does learning with multimedia promote students' ability to identify variables and infer relations among various elements within given textual and visual information, thus deepening system thinking? This study examined 150 undergraduate students' ability to identify systems' components (i.e., variables), overt and covert relations, as well as construct new relations among these variables, based either on a multiple-representation (MR) display that resembled rich textbook materials (n=82) or a single-representation (SR) text-only display (n=68). Findings showed that the experimental MR group elicited relations better than the controls (SR), regarding relations' accuracy, descriptive level, and novelty, and regarding number of information sources and diversity of variables used. Discussion focused on different visual representation types and on implications of this ecologically valid study for enhancing students' system thinking.