The Effects of Representational Format on Learning Combinatorics from an Interactive Computer Simulation

Autor/inn/en	Kolloffel, Bas; Eysink, Tessa H. S.; de Jong, Ton; Wilhelm, Pascal
Titel	The Effects of Representational Format on Learning Combinatorics from an Interactive Computer Simulation
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 37 (2009) 6, S.503-517 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-008-9056-7
Schlagwörter	Computer Simulation; Inquiry; Active Learning; Cognitive Processes; Probability; Arithmetic; Test Construction; Educational Environment; Pretests Posttests; Difficulty Level; Outcomes of Education + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Aktives Lernen; Cognitive process; Kognitiver Prozess; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Testaufbau; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schwierigkeitsgrad; Lernleistung; Schulerfolg
Abstract	The current study investigated the effects of different external representational formats on learning combinatorics and probability theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three conditions each using a single external representational format (Diagram, Arithmetic, or Text), and two conditions using multiple representations (Text + Arithmetic or Diagram + Arithmetic). The major finding of the study is that a format that combines text and arithmetics was most beneficial for learning, in particular with regard to procedural knowledge, that is the ability to execute action sequences to solve problems. Diagrams were found to negatively affect learning and to increase cognitive load. Combining diagrams with arithmetical representations reduced cognitive load, but did not improve learning outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10