Learning with Dynamic Multiple Representations: Supporting Students in a Simulation-based Learning Environment

1. Learning with Dynamic Multiple RepresentationsSupporting students in translating between representations in a simulation-based learning environment

2. Overview • Multiple representations • Research questions • Hypothesis • Experimental design • Presentation “SQ-Moment”

3. Why use multiple ERs • When different learners exhibit preferences for different representations • When one representation is insufficient for showing the domain • When one representation should become to complex if it had to show all the information • To use the particular properties of representations

4. Why use multiple ERs • To show the domain from different perspectives • To vary the precision of the representation of the domain • To make it possible to manipulate variables • To constrain the interpretation of a second unfamiliar representation • To teach the relations between representations

5. Learning demands • Learn properties of representations • Relation between ERs and domain • How to select the appropriate ERs • How to construct appropriate ERs • How to translate between ERs

6. Questions • How to distribute information over representations? • Complexity • Redundancy • Translation • Number of representations • Sequence

7. Translation • Place (integration) • Time (dynamic linking) • Color references • Mapping

8. Research questions • How can students be supported in translating between representations? • Does integration of representations help? • When does it help and when not? • Does dynamic linking of representations help? • When does it help and when not? • Does dynamically linking representations lead to other knowledge than not linking representations?

9. Hypothesis • Integration of representations helps if the integrated representation is not too complex. • Not all types of representations can be integrated. • If the integrated representation gets too complex, parts of the representation should be separated.

10. Hypothesis • Dynamic linking of representations helps. • If the learning goal is to explore the relations between representations, they should not be linked. • If students learn the relations between representations without dynamic linking, they perform better on transfer tasks.

11. Method - subjects • 80 subjects • 4 schools • 1st year of mechanical engineering • middle vocational training • 16 – 17 years old

12. Method – exp. conditions • 3 experimental conditions • 2 variables • Place (integration, separation) • Time (dynamic linking, no linking)

13. Method – exp. conditions • Condition 1 • Integrated representations • Dynamic linking • Condition 2 • Separate representations • Dynamic linking • Condition 3 • Separate representations • No linking

14. Distribution of subjects

15. Pre-test and post-test • Questions about the domain • Questions about separate ERs • Questions about multiple ERs • Much use of images • Subjects have to draw ERs

16. a b d c Test questions • 1.If you tighten a bolt with an open-end spanner, then where is the moment the largest? • a.At the bolt • b.Between the hand and bolt • c.At the hand • d.At the end of the open-end spanner

17. a b c d Test questions • 1.In the picture you see a hand exercising a negative force on an open- end spanner. • Which of the following figures is the right reproduction of length, force, and moment?

18. Test questions • 1.Draw a force which sees to it that the moment is positive and has its maximum value. Draw the direction of the moment on the right place. Use one of the represented forces. or

19. Simulation “SQ-Moment”