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Title: Supporting the use of multiple representations in multimedia learning environments
Authors: Opfermann, Maria
Van der Meij, Jan
Ainsworth, Shaaron
Seufert, Tina
Vogel, Markus
Brünken, Roland
Plass, Jan L.
Homer, Bruce
Wang, Yan
Kim, Minchi
Milne, Catherine
Jordan, Trace
Gerjets, Peter
Scheiter, Katharina
De Jong, Ton
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Opfermann, M., Van der Meij, J., Ainsworth, S., Seufert, T., Vogel, M., Brünken, R., Plass, J. L., Homer, B., Wang, Y., Kim, M., Milne, C., Jordan, T., Gerjets, P., Scheiter, K., & De Jong, T. (2008). Supporting the use of multiple representations in multimedia learning environments. 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, Volumes 3 (pp. 298-305). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: Many learning environments contain multiple representations. Using them can lead to a deeper level of cognitive processing when learners make mental transformations between representations. However, research has revealed two problems. First, it has been shown that learners often do not make spontaneous use of such multiple options. Second, the translation process is often difficult. The papers presented in this symposium aim at supporting learners' use of multiple representations as well as their translation process. The first study provided learners with different types of representations and asked them to translate those into other representations. The second study examined the effectiveness of contextual scaffolds in computer simulations.The third study aimed at supporting hypermedia learning with multiple representations by means of metacognitive modelling and prompting of representational awareness. The fourth study investigated if sequencing dynamic representations combined with explicit instruction to relate and translate between representations has a positive effect on learning outcomes.
Appears in Collections:ICLS 2008

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