Investigating Dynamic Visualizations of Multiple Representations Using Mobile Video Analysis in Physics Lessons

Abstract

This contribution presents the results of a replication study on the learning effect of tablet-supported video analysis compared to traditional teaching sequences using non-digital experimental materials in the subject areas of uniform and accelerated motion in high school physics lessons. In addition to the replication of the preliminary study results recently published in this journal (Becker et al 2018, 2019), the investigation of the effect on the cognitive load as well as the emotional state of the students is another focal point. Compared to the preliminary study, the sample size was significantly increased from N = 109 to N = 294. The individual effects of the preliminary study could be replicated in this way. For both topics, a significant reduction of extraneous cognitive load and a positive effect on intervention-induced emotions could be demonstrated. Moreover, the theoretically founded causal relationship between emotion, cognitive load, and learning achievement could be empirically verified by means of structural equation modeling.

The Use of Science Learning Resources in Physics Subjects at Secondary Schools in Enggano as The Outermost Island of Indonesia

“…In physics, concepts that are difficult to observe directly, such as the concept of light polarization as shown in Figure 6. Considering that physical material such as light waves has an abstract material scope, media that can make it more real is needed, for example animation media in the form of video [13]. According to [14], animated videos can help to understand scientific concepts that cannot be observed directly.…”

Fostering self-regulation and engaged exploration during the learner-content interaction process: the role of scaffolding in the online inquiry-based learning environment

“…This study extensively used multiple representations (MRs) as the key scaffolding element in designing the learning modules. In science, multiple external representations can provide information in a variety of formats, and these can be combined to help students to build up representational competence in the learning process (Becker et al , 2020; Meter and Stepanik, 2020). Due to the diverse functionalities of MRs, science educators use them to represent the complex phenomena of abstract science concepts in their teaching (Rau et al , 2015).…”

Changes in Students’ Understanding of and Visual Attention on Digitally Represented Graphs Across Two Domains in Higher Education: A Postreplication Study

“…Line graphs, in particular, are frequently used in higher education. For example, the relationships between distance and speed in physics or between time and stock prices in finance can both be illustrated with a line graph ( Bowen and Roth, 1998 ; Benedict and Hoag, 2012 ; Susac et al, 2018 ; Becker et al, 2020a , b ; Hochberg et al, 2020 ; Klein et al, 2020 ). More recently, a number of studies investigated and compared university students’ understanding of graphs in mathematics, physics, and other contexts using parallel (isomorphic) tasks ( Christensen and Thompson, 2012 ; Planinic et al, 2012 , 2013 ; Wemyss and van Kampen, 2013 ; Bollen et al, 2016 ; Ivanjek et al, 2016 , 2017 ).…”

“…However, there are currently only few studies with a pretest–posttest assessment design focusing on the changes in graph understanding and how to foster this understanding. Digital learning environments, learning from examples, and using instructional material showed an impact on students’ graph comprehension ( Bell and Janvier, 1981 ; Bergey et al, 2015 ; Becker et al, 2020a , b ; Hochberg et al, 2020 ). For example, the impact of instruction on graph construction conventions (e.g., on legends and labels) on students’ graph understanding was confirmed in a control group design ( Miller et al, 2016 ).…”