DeFT: A conceptual framework for considering learning with multiple representations

Ainsworth, Shaaron

doi:10.1016/j.learninstruc.2006.03.001

Cited by 1,211 publications

(1,104 citation statements)

References 60 publications

(56 reference statements)

Supporting

Mentioning

958

Contrasting

Unclassified

124

Order By: Relevance

“…There is consensus among researchers that teaching and learning science involves a variety of external scientific representations (Ainsworth, 2006;Kress et al, 2001;Lemke, 2004;Yore & Hand, 2010). To classify these different representations, various categories have been suggested but no consensus has been reached (Wu & Puntambekar, 2012).…”

Section: Representational Competence (Rc)mentioning

confidence: 99%

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Nitz

Ainsworth

Nerdel

et al. 2014

Learning and Instruction

View full text Add to dashboard Cite

Dealing with representations is a crucial skill for students and such representational competence is essential for learning science. This study analysed the relationship between representational competence and content knowledge, student perceptions of teaching practices concerning the use of different representations, and their impact on students' outcome over a teaching unit.Participants were 931 students in 51 secondary school classes. Representational competence and content knowledge were interactively related. Representational aspects were only moderately included in teaching and students did not develop rich representational competence although content knowledge increased significantly. Multilevel regression showed that student perceptions of interpreting and constructing visual-graphical representations and active social construction of knowledge predicted students' outcome at class level, whereas the individually perceived amount of terms and use of symbolic representations influenced the students' achievement at individual level. Methodological and practical implications of these findings are discussed in relation to the development of representational competence in classrooms.

show abstract

Section: Representational Competence (Rc)mentioning

confidence: 99%

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Nitz

Ainsworth

Nerdel

et al. 2014

Learning and Instruction

View full text Add to dashboard Cite

show abstract

“…Prior research focused mainly on text-picture or audio-animation relationships and their impact on learning outcomes. Recent developments in technology (wide use of dynamic animations), empirical findings (Lee et al, 2006), as well as theory (DeFT approach by Ainsworth, 2006), make the further development of theoretical accounts of multimedia learning necessary. Lee et al highlighted the importance of reducing visual complexity of learning material.…”

Section: Cognitive Loadmentioning

confidence: 99%

“…In doing so, the authors extended multimedia learning to the important field of purely pictorial information and its influence on learning outcome. Ainsworth (2006) describes different functions of multiple external representations. In the current study, we focused on the cognitive processing of complementary information.…”

Section: Cognitive Loadmentioning

confidence: 99%

“…Over the years, a vast body of research has addressed the role of different combinations of external representations -such as formulas, texts, pictures, and animations -in knowledge acquisition (Ainsworth, 2006). Closer inspection of the field shows that both textpicture combinations and audio-animation combinations have been extensively examined (e.g.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Integrating information from two pictorial animations: Complexity and cognitive prerequisites influence performance

Huff

Schwan²

2010

Applied Cognitive Psychology

View full text Add to dashboard Cite

Dividing visual attention between spatially distinct sources of information could either be beneficial (if there is too much information for a single visualization) or detrimental (if interrelated information has to be mentally re-integrated) for learning. We present a new display technology allowing for the presentation of two distinct animations by avoiding split foci of visual attention: learners are able to switch between animations by moving their head. We examined how 84 naïve learners integrated information in three presentation modes: the "vexingimage" mode displaying two animations, participants being able to switch between them without shifting the visual focus, a classical "split-screen", and an "overlaid" condition. Results showed that reduced complexity led to higher performance. Further, we showed that participants with high mental rotation abilities were best in the "split-screen" mode, whereas participants with low mental rotation abilities benefited most from the "vexing-image". Theoretical and instructional consequences of these findings are discussed.

show abstract

“…Por su parte Ainsworth (2006) señala, que los beneficios de utilizar una representación se obtienen después de que un estudiante entiende en qué forma se encuentra codificada la información en la representación, y cuál es su relación con el dominio que representa. Para llevar a cabo esta tarea es posible que los estudiantes requieran seleccionar una representación adecuada para ellos, o construir una, lo que además se convierte en un ejercicio cognitivo.…”

Section: Competencias Matemáticasunclassified

Competencias Matemáticas Desarrolladas en Ambientes Virtuales de Aprendizaje: el Caso de MOODLE

García¹,

Benítez²

2011

Form. Univ.

View full text Add to dashboard Cite

ResumenEste trabajo tiene como objetivo documentar y analizar los tipos de razonamiento que emergen en los estudiantes cuando resuelven problemas de matemáticas e interactúan en un ambiente elearning. Como se ha documentado en numerosas investigaciones, la aparición de diversas tecnologías digitales ha modificado las competencias que ahora requieren los profesionales. Ante este panorama, las instituciones educativas buscan desarrollar en los estudiantes tales competencias, e integran en los procesos de enseñanza aprendizaje el uso de tecnologías digitales. Las matemáticas promueven aquellas competencias relacionadas con el análisis, el razonamiento, y la resolución de problemas. En el trabajo que aquí se reporta, se usó una metodología de tipo cualitativo, y se diseñó una secuencia de ocho actividades. Los resultados muestran dos tipos de razonamiento en el trabajo de los estudiantes y permiten definir las competencias relacionadas con el uso de tecnología que requieren los estudiantes para trabajar en un ambiente virtual de aprendizaje. Palabras clave: competencias, matemáticas, e-learning, razonamiento y representaciones Mathematical competencies developed in virtual environments of learning: the case of MOODLE AbstractIn this paper the objective is to document and analyze types of students reasoning they developed when working with a set of mathematical problems in the environment e-learning. It has been documented in many researches the emergence of new digital technologies, as a consequence nowadays professionals need to develop new competencies. Educational institutions look for to develop these students' skills and integrate digital technologies into the teaching and learning processes. Mathematics promotes these competencies related to analysis, reasoning and solving problem. In this study researches used a qualitative methodology and designed a sequence of eight activities. The findings obtained make it possible to identify two distinct types of reasoning in students' work as well as competences that individuals need to develop when they use a virtual environment of learning.

show abstract

DeFT: A conceptual framework for considering learning with multiple representations

Cited by 1,211 publications

References 60 publications

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Integrating information from two pictorial animations: Complexity and cognitive prerequisites influence performance

Competencias Matemáticas Desarrolladas en Ambientes Virtuales de Aprendizaje: el Caso de MOODLE

Contact Info

Product

Resources

About