Bodemer, Daniel; Ploetzner, Rolf:

Encouraging the active integration of information during learning with multiple and interactive representations

In: Instructional design for multimedia learning : proceedings of the 5th International Workshop of SIG 6 Instructional Design of the European Association for Research on Learning and Instruction (EARLI), June 27 - 29, 2002 in Erfurt / Niegemann, Helmut M.; Antonietti, Alessandro (Hrsg.)
Münster [u.a.]: Waxmann (2004), S. 127-138
ISBN: 3-8309-1384-2
Buchaufsatz / Kapitel / Fach: Angewandte Kognitionswissenschaften
Abstract:
Computer-based learning environments commonly comprise various linguistic as well as
static and dynamic pictorial representations, frequently combined with the possibility to modify
them interactively. While multiple and interactive external representations have the potential to
improve learning in specific ways, they also place specific demands on learners. For instance,
learners have to process and relate different representations, to control and evaluate their
interactions with these representations, and to construct a coherent mental representation. In many
cases, learners are not able to meet these demands and suffer from cognitive overload. Taking
advantage of cognitive load theory, we try to improve learning with multiple and interactive
representations by reducing extraneous cognitive load and by increasing germane cognitive load
which is supposed to be related to learning processes. To accomplish this, we encourage learners to
actively integrate different representations and to interact with them in a structured and reflective
way. We implemented these measures into the statistics learning environment VISUALSTAT and
evaluated them experimentally. An analysis of variance revealed (1) that the active integration of
different representations improved learning significantly, and (2) that the structured interaction with
different representations increased verbal comprehension.

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