TY - CHAP
T1 - Learning from Multiple Representations: Roles of Task Interventions and Individual Differences
AU - Cromley, Jennifer G.
N1 - Publisher Copyright:
© 2020 Peggy Van Meter, Alexandra List, Doug Lombardi and Panayiota Kendeou. All rights reserved.
PY - 2020/3/19
Y1 - 2020/3/19
N2 - Learning from multiple representations (MRs) is not an easy task for most people, despite how easy it is for experts. Different combinations of representations (e.g., text + photograph, graph + formula, map + diagram) pose different challenges for learners, but across the literature researchers find these to be challenging learning tasks. Each representation typically includes some unique information, as well as some information shared with the other representation(s). Finding one piece of information is only somewhat challenging, but linking information across representations and especially making inferences are very challenging and important parts of using multiple representations for learning. Coordination of multiple representations skills are rarely taught in classrooms, despite the fact that learners are frequently tested on them. Learning from MRs depends on the specific learning tasks posed, learner characteristics, the specifics of which representation(s) are used, and the design of each representation. These various factors act separately and in combination (which can be compensatory, additive, or interactive). Learning tasks can be differentially effective depending on learner characteristics, especially prior knowledge, self-regulation, and age/grade. Learning tasks should be designed keeping this differential effectiveness in mind, and researchers should test for such interactions.
AB - Learning from multiple representations (MRs) is not an easy task for most people, despite how easy it is for experts. Different combinations of representations (e.g., text + photograph, graph + formula, map + diagram) pose different challenges for learners, but across the literature researchers find these to be challenging learning tasks. Each representation typically includes some unique information, as well as some information shared with the other representation(s). Finding one piece of information is only somewhat challenging, but linking information across representations and especially making inferences are very challenging and important parts of using multiple representations for learning. Coordination of multiple representations skills are rarely taught in classrooms, despite the fact that learners are frequently tested on them. Learning from MRs depends on the specific learning tasks posed, learner characteristics, the specifics of which representation(s) are used, and the design of each representation. These various factors act separately and in combination (which can be compensatory, additive, or interactive). Learning tasks can be differentially effective depending on learner characteristics, especially prior knowledge, self-regulation, and age/grade. Learning tasks should be designed keeping this differential effectiveness in mind, and researchers should test for such interactions.
KW - Individual differences
KW - Learning task × individual difference interactions
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U2 - 10.4324/9780429443961-6
DO - 10.4324/9780429443961-6
M3 - Chapter
SN - 9780367001179
SN - 9780367001162
T3 - Educational Psychology Handbook
SP - 62
EP - 75
BT - Handbook of Learning from Multiple Representations and Perspectives
A2 - Van Meter, Peggy
A2 - List, Alexandra
A2 - Lombardi, Doug
A2 - Kendeou, Panayiota
PB - Routledge
ER -