How Instructors Frame Students' Interactions with Educational Technologies Can Enhance or Reduce Learning with Multiple Representations

Autor/inn/en	Wu, Sally P. W.; Corr, Jainaba; Rau, Martina A.
Titel	How Instructors Frame Students' Interactions with Educational Technologies Can Enhance or Reduce Learning with Multiple Representations
Quelle	128 (2019), S.199-213 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Wu, Sally P. W.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
Schlagwörter	Educational Technology; STEM Education; Teaching Methods; Learning Strategies; Undergraduate Students; Chemistry; Visual Aids; Prompting; Experimental Groups; Control Groups; Instructional Effectiveness; Freehand Drawing; Achievement Gains; Learning Processes + Suchen Sie Ihr Suchwort? Unterrichtsmedien; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Chemie; Anschauungsmaterial; Benutzerführung; Unterrichtserfolg; Drawing; Zeichnen; Achievement gain; Leistungssteigerung; Learning process; Lernprozess
Abstract	Instructors in STEM classrooms often frame students' interactions with technologies to help them learn content. For instance, in many STEM domains, instructors commonly help students translate physical 3D models into 2D drawings by prompting them to focus on (a) orienting physical 3D models and (b) generating 2D drawings. We investigate whether framing prompts that target either of these practices enhance the effectiveness of an educational technology that supports collaborative translation among multiple representations. To this end, we conducted a quasi-experiment with 565 undergraduate chemistry students. All students collaboratively built physical 3D models of molecules and translated them into 2D drawings. In a business-as-usual "control" condition, students drew on paper, without support from an educational technology. In two experimental conditions, students drew in an educational technology that provided feedback and prompted collaboration. One condition received framing prompts to focus on physical models ("model" condition); another received prompts to generate intermediary drawings on paper ("draw" condition). Compared to the control condition, the model condition showed higher learning gains, but the draw condition showed lower learning gains. Analyses of log data showed that students made more model-based errors, and the prompts in the model condition reduced these model-based errors. However, interviews with instructors showed that they prefer drawing-focused prompts, in contrast to our results. These findings offer theoretical insights into how students learn to translate among representations. Furthermore, they yield practical recommendations for the use of educational technologies that support learning with multiple representations. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01