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Construction and interference in learning from multiple representation
ARTICLE

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Learning and Instruction Volume 13, Number 2, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This paper presents an integrated view of learning from verbal and pictorial representations. Learning from these representations is considered as a task oriented process of constructing multiple mental representations. Construction of these representations includes information selection and information organisation, parsing of symbol structures, mapping of analog structures as well as model construction and model inspection. Based on this theoretical view an experiment was conducted to analyse the effects of different kinds of multiple external representations on the structure of mental models. Sixty university students were randomly assigned to one of the three experimental conditions. The text-only group learned the subject matter with a hypertext, whereas the other two groups learned the subject matter with a hypermedium including this hypertext and different kinds of graphics. The findings indicate that the structure of graphics affects the structure of the mental model. They also indicate that presenting graphics is not always beneficial for the acquisition of knowledge. Whereas task-appropriate graphics may support learning, task-inappropriate graphics may interfere with mental model construction.

Citation

Schnotz, W. & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13(2), 141-156. Elsevier Ltd. Retrieved January 27, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(02)00017-8

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