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Titel: Homogeneous and heterogeneous multiple representations in equation‐solving problems: An eye‐tracking study
VerfasserIn: Malone, Sarah
Altmeyer, Kristin
Vogel, Markus
Brünken, Roland
Sprache: Englisch
Titel: Journal of Computer Assisted Learning
Bandnummer: 36
Heft: 6
Seiten: 781–798
Verlag/Plattform: Wiley
Erscheinungsjahr: 2020
Freie Schlagwörter: eye tracking
linear systems of equations
mathematics
multimedia effect
multiple external representations
DDC-Sachgruppe: 300 Sozialwissenschaften, Soziologie, Anthropologie
330 Wirtschaft
370 Erziehung, Schul- und Bildungswesen
Dokumenttyp: Journalartikel / Zeitschriftenartikel
Abstract: 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.
DOI der Erstveröffentlichung: 10.1111/jcal.12426
Link zu diesem Datensatz: urn:nbn:de:bsz:291--ds-332400
hdl:20.500.11880/30592
http://dx.doi.org/10.22028/D291-33240
ISSN: 1365-2729
0266-4909
Datum des Eintrags: 9-Feb-2021
Fakultät: HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft
Fachrichtung: HW - Bildungswissenschaften
Professur: HW - Prof. Dr. Roland Brünken
Sammlung:SciDok - Der Wissenschaftsserver der Universität des Saarlandes

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