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Embedding Annotation in Abstract/Concrete Visual Representations to Facilitate Students’ Knowledge Acquisition, Transfer and Self-Efficacy in Physics Education
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, University of Utah, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study investigated the effects of abstract/concrete visual representations in physics education by embedding annotation to support learners’ learning. Participants (N=108) were recruited from a subject pool in the college of education in a research I university. A 2 x 2 design was used with visuals and annotation as independent variables and comprehension, transfer and self-efficacy scores as dependent variables. The results showed a superior effect for annotation with visuals as in both learner performance and self-efficacy. Discussions on the implications of the findings and future studies were made.

Citation

Zheng, R. (2018). Embedding Annotation in Abstract/Concrete Visual Representations to Facilitate Students’ Knowledge Acquisition, Transfer and Self-Efficacy in Physics Education. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1959-1969). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2019 from .

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