scholarly journals The effect of multiple external representations (MERs) worksheets toward complex system reasoning achievement

2018 ◽  
Vol 983 ◽  
pp. 012202
Author(s):  
Sumarno ◽  
M Ibrahim ◽  
Z A I Supardi
Keyword(s):  
Complex System ◽  
External Representations ◽  
Multiple External Representations

Refutational text and multiple external representations as a method to remediate the misinterpretation of box plots

2017 ◽  
Vol 37 (10) ◽  
pp. 1281-1300 ◽  
Author(s):  
Stephanie Lem ◽  
Kathy Baert ◽  
Eva Ceulemans ◽  
Patrick Onghena ◽  
Lieven Verschaffel ◽  
...  
Keyword(s):  
External Representations ◽  
Refutational Text ◽  
Multiple External Representations ◽  
Box Plots

scholarly journals Cognitive Load Implications for Augmented Reality Supported Chemistry Learning

Information ◽  
2021 ◽  
Vol 12 (3) ◽  
pp. 96
Author(s):  
Sebastian Keller ◽  
Stefan Rumann ◽  
Sebastian Habig
Keyword(s):  
Organic Chemistry ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Mental Rotation ◽  
Spatial Information ◽  
Learning Support ◽  
External Representations ◽  
Multiple External Representations ◽  
Learning Success ◽  
Chemistry Learning

This paper presents a study about augmented-reality-based chemistry learning in a university lecture. Organic chemistry is often perceived as particularly difficult by students because spatial information must be processed in order to understand subject specific concepts and key ideas. To understand typical chemistry-related representations in books or literature, sophisticated mental rotation- and other spatial abilities are needed. Providing an augmented reality (AR) based learning support in the learning setting together with text and pictures is consistent with the idea of multiple external representations and the cognitive theory of multimedia learning. Using multiple external representations has proven to be beneficial for learning success, because different types of representations are processed separately in working memory. Nevertheless, the integration of a new learning medium involves the risk to hinder learning, in case of being not suitable for the learning topic or learning purpose. Therefore, this study investigates how the AR-use affects students’ cognitive load during learning in three different topics of organic chemistry. For this purpose also the usability of AR learning support is considered and the possible reduction of the influence of the mental rotation on learning success will be investigated.

How Multiple External Representations Can Help or Constrain Learning in Science

2014 ◽  
Vol 13 (3) ◽  
pp. 411-423
Author(s):  
David Corradi ◽  
Dawit Tibebu Trinenuh ◽  
Geraldine Clarebout ◽  
Jan Elen
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
Redundant Information ◽  
External Representations ◽  
Multiple External Representations ◽  
Randomized Design ◽  
The Subject ◽  
Multiple Levels ◽  
C 50 ◽  
Pictorial Representations

Redundant information has been found to be an important factor that can limit or enhance learning with multiple external representations (MER). As such, it is seen as a crucial factor in understanding how MER can help increase conceptual understanding with low prior knowledge learners, especially when these representations are presented in a sequence. In this study, multiple levels of redundant information are compared with each other to understand how redundancy determines learning with MER when these MER are sequenced. Ninety-two participants, undergraduates in education (age: M = 19.92 years, SD = 2.78 years), with low prior knowledge of the subject of chemistry participated in pretest-intervention-posttest randomized design to study texts and pictorial representations in a sequence. More specifically, we compared (a) 0% redundancy in MER, (b) 25% redundancy, (c) 50% redundancy, and (d) 100% redundancy. Results indicate that partial redundant information leads to the largest increase in understanding and ideas remembered.

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