Journal ArticleDOI
The effects of directive self-explanation prompts to support active processing of multiple representations in a simulation-based learning environment
J. van der Meij,T. de Jong +1 more
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TLDR
The authors compared a scientific inquiry learning environment providing instructional support with directive self-explanation prompts to relate and translate between representations to foster domain knowledge, and found that learners who received the directive prompts outperformed the learners who did not receive general prompts on test items assessing domain knowledge.Abstract:
Processing of multiple representations in multimedia learning environments is considered to help learners obtain a more complete overview of the domain and gain deeper knowledge. This is based on the idea that relating and translating different representations leads to reflection beyond the boundaries and details of the separate representations. To achieve this, the design of a learning environment should support learners in adequately processing multiple representations. In this study, we compared a scientific inquiry learning environment providing instructional support with directive self-explanation prompts to relate and translate between representations with a scientific inquiry learning environment providing instructional support with general self-explanation prompts. Learners who received the directive prompts outperformed the learners who received general prompts on test items assessing domain knowledge. These positive results did not stretch to transfer items and items measuring learners' capabilities to relate and translate representations in general. The results suggest that learner support should promote the active relation of representations and translation between them to foster domain knowledge, and that other forms of support (e.g. extended training) might be necessary to make learners more expert processors of multiple representations.read more
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Book ChapterDOI
The Self-Explanation Principle in Multimedia Learning
Ruth Wylie,Michelene T. H. Chi +1 more
TL;DR: This research demonstrates that some learners are natural self-explainers and also indicates that learners can be trained to self- Explaining, however, even when trained, there remain large individual differences in effective self-Explaining.
Journal ArticleDOI
Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning.
TL;DR: In this paper, the authors analyzed how the number of visual representations affects the role these representational competencies play during students' learning of content knowledge, and compared two common scenarios: text plus a single type of visual representation (T+SV) and text plus multiple types of VMs (T +MV).
Book
Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding
Logan Fiorella,Richard E. Mayer +1 more
TL;DR: This book introduces learning as a generative activity, and teaches strategies that foster generative learning.
Journal ArticleDOI
Studying Visual Displays: How to Instructionally Support Learning
TL;DR: The authors identify the main difficulties that learners have when learning from visual displays and present an overview of empirically tested support procedures and the evidence about their effectiveness, and outline fruitful lines of further research with a specific focus on tentative explanations.
Journal ArticleDOI
Evidence for Effective Uses of Dynamic Visualisations in Science Curriculum Materials
TL;DR: Meta-analysis is used to synthesise 47 independent comparisons between dynamic and static materials and 76 comparisons that test the effect of specific instructional scaffolds to show that dynamic visualisations are better than static visuals at promoting conceptual inferences about science.
References
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Cognitive Load Theory and the Format of Instruction
Paul Chandler,John Sweller +1 more
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Journal ArticleDOI
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
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Journal ArticleDOI
Cognitive Load Theory and Instructional Design: Recent Developments
TL;DR: Cognitive load theory (CLT) is a major theory providing a framework for investigations into cognitive processes and instructional design, and by simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information, cognitive load theorists have been able to generate a unique variety of new and sometimes counterintuitive instructional designs and procedures.
Journal ArticleDOI
Eliciting Self‐Explanations Improves Understanding
TL;DR: This article showed that self-explanation can also be facilitative when it is explicitly promoted, in the context of learning declarative knowledge from an expository text, and that prompted students who generated o large number of self-explaining (the high explainers) learned with greater understanding than low explainers.
Journal ArticleDOI
Scientific Discovery Learning with Computer Simulations of Conceptual Domains
TL;DR: A review of the observed effectiveness and efficiency of discovev learning in simulation environments together with problems that learners may encounter in discovery learning, and how simulations may be combined with instructional support in order to overcome these problems is given in this article.