Successful Learning with Multiple Graphical Representations and Self-Explanation Prompts

Autor/inn/en	Rau, Martina A.; Aleven, Vincent; Rummel, Nikol
Titel	Successful Learning with Multiple Graphical Representations and Self-Explanation Prompts
Quelle	In: Journal of Educational Psychology, 107 (2015) 1, S.30-46 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037211
Schlagwörter	Graphs; Instructional Materials; Instructional Effectiveness; Educational Experiments; Problem Solving; Intelligent Tutoring Systems; Mathematics Instruction; Elementary School Mathematics; Elementary School Students; Outcomes of Education; Mathematical Concepts; Prompting; Grade 6; Statistical Analysis; Middle School Students; Pretests Posttests; Pennsylvania + Suchen Sie Ihr Suchwort? Grafische Darstellung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Schulversuch; Problemlösen; Intelligentes Tutorsystem; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Lernleistung; Schulerfolg; Benutzerführung; School year 06; 6. Schuljahr; Schuljahr 06; Statistische Analyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Research shows that multiple external representations can significantly enhance students' learning. Most of this research has focused on learning with text and 1 additional graphical representation. However, real instructional materials often employ multiple "graphical" representations (MGRs) in addition to text. An important open question is whether the use of MGRs leads to better learning than a single "graphical" representation (SGR) when the MGRs are presented separately, 1-by-1 across consecutive problems, accompanied by text and numbers. A further question is whether providing support for students to relate the different representations to the key concepts that they depict can enhance their benefit from MGRs. We investigated these questions in 2 classroom experiments that involved problem solving practice with an intelligent tutoring system for fractions. Based on 112 sixth-grade students, Experiment 1 investigated whether MGRs lead to better learning outcomes than 1 commonly used SGR, and whether this effect can be enhanced by prompting students to self-explain key concepts depicted by the graphical representations. Based on 152 fourth-and fifth-grade students, Experiment 2 investigated whether the advantage of MGRs depends on the specific representation chosen for the SGR condition because prior research suggests that some SGRs might promote learning more than others. Both experiments demonstrate that MGRs lead to better conceptual learning than an SGR, provided that students are supported in relating graphical representations to key concepts. We extend research on multiple external representations by demonstrating that MGRs (presented in addition to text and 1-by-1 across consecutive problems) can enhance learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01