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. 30-46Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0037211
Schlagwörter	Pädagogischer Transfer; Reproduktion; Grundschule; Middle School; Schüler; Individualisierender Unterricht; Unterweisung; Benutzerführung; Tutorensystem; Schriftliche Kommunikation; Mathematikunterricht; Computerunterstütztes Verfahren; Grafische Darstellung
Abstract	Investigated whether the use of multiple graphical representations (MGRs) leads to better learning than a single graphical representation (SGR) and whether providing support for students to relate the different representations to the key concepts that they depict can enhance their benefit from MGRs. Previous research has shown that multiple external representations can significantly enhance students' learning. However, most of this research was focused on learning with text and one additional graphical representation. These questions were explored in two classroom experiments that involved problem solving practice with an intelligent tutoring system for fractions. MGRs were presented separately, one by one across consecutive problems, and accompanied by text and numbers. Based on 112 sixth-grade students (aged 10-13 years), Experiment 1 investigated whether MGRs lead to better learning outcomes than one 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. Results of both experiments show that MGRs were associated with better conceptual learning than an SGR, provided that students were supported in relating graphical representations to key concepts. It is concluded that the present findings extend research on multiple external representations by demonstrating that MGRs (presented in addition to text and one-by-one across consecutive problems) can enhance learning. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2016/1