Homogeneous and heterogeneous multiple representations in equation‐solving problems: An eye‐tracking study.
Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations foste...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 6; pp. 781 - 799 |
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| Autores principales: | , , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=147049851&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 147049851 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2020 vid: 36 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 147049851 147049851 147049851 10.1111/jcal.12426 147049851 ppf: 781 ppct: 18 formats: tig: atl: Homogeneous and heterogeneous multiple representations in equation‐solving problems: An eye‐tracking study. aug: au: Malone, Sarah Altmeyer, Kristin Vogel, Markus Brünken, Roland affil: Department of Education, Saarland University, Saarbrücken, Germany sug: subj: Problem Solving Methods Mathematics Learning Methods Human Graphics Models, Theoretical Algorithms Multimedia Descriptive Statistics Female Male One-Tailed Test T-Tests Power Analysis Adult Random Assignment Multivariate Analysis of Variance Univariate Statistics Analysis of Variance Post Hoc Analysis Exploratory Research Summated Rating Scaling Adult: 19-44 years Female Male ab: Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks framework holds that learning benefits depend on the specific functions of MERs. The current paper describes a conceptual replication study of one of the few studies comparing single representations, heterogeneous, and homogeneous MERs in the context of mathematics learning. In a balanced incomplete block design, the participants were provided single representations (a graphic, text, or formula) or a heterogeneous (e.g., text + graphic) or homogeneous (text + formula) combination of these to solve linear system of equations problems. In accordance with previous research, performance was superior in conditions providing MERs compared to single‐representation conditions. Moreover, heterogeneous MERs led to time savings over homogeneous MERs which triggered an increase in cognitive load. Contrary to previous research, text was the least fixated representation whereas the graphical representation proved to be most beneficial. With regard to practical implications, experts should be fostered through more challenging homogeneous MERs whereas novices should be supported through the accessible graphic contained in heterogeneous MERs. Lay Description: What is already known about this topic: Providing multiple instead of single representations can foster mathematics learning.However, some combinations of representations hamper the performance of novice learners.The classical multimedia view explains the positive effect of combining text with picture.Recent research suggests the combination of multiple symbolic representations (text and formula). What this paper adds: The study replicated the effect of multiple symbolic representations for equation solving.In contrast to former research, each representation (text, formula, and graphic) was functionally equivalent.Tasks with differently coded representations were solved faster and with less mental effort.Gaze behavior indicated that students mostly used the graphical representation. Implications for practice and/or policy: Beginners should be supported with a graphic when solving equations.Experts should be challenged with a combination of symbolic representations to benefit the most. pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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