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Title
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How multiple external representations can help or constrain learning in science
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Author
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Abstract
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| Redundant information has been found to be an important factor that can limit or enhance learning with multiple external representations (MER). As such, it is seen as a crucial factor in understanding how MER can help increase conceptual understanding with low prior knowledge learners, especially when these representations are presented in a sequence. In this study, multiple levels of redundant information are compared with each other to understand how redundancy determines learning with MER when these MER are sequenced. Ninety-two participants, undergraduates in education (age: M = 19.92 years, SD = 2.78 years), with low prior knowledge of the subject of chemistry participated in pretest-intervention-posttest randomized design to study texts and pictorial representations in a sequence. More specifically, we compared (a) 0% redundancy in MER, (b) 25% redundancy, (c) 50% redundancy, and (d) 100% redundancy. Results indicate that partial redundant information leads to the largest increase in understanding and ideas remembered. |
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Language
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English
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Source (journal)
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Journal of cognitive education and psychology
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Publication
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2014
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ISSN
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1945-8959
1810-7621
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DOI
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10.1891/1945-8959.13.3.411
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Volume/pages
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13
:3
(2014)
, p. 411-423
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Full text (Publisher's DOI)
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