The functions of multiple representations
ARTICLE
Shaaron Ainsworth
Computers & Education Volume 33, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd
Abstract
Multiple representations and multi-media can support learning in many different ways. In this paper, it is claimed that by identifying the functions that they can serve, many of the conflicting findings arising out of the existing evaluations of multi-representational learning environments can be explained. This will lead to more systematic design principles. To this end, this paper describes a functional taxonomy of MERs. This taxonomy is used to ask how translation across representations should be supported to maximise learning outcomes and what information should be gathered from empirical evaluation in order to determine the effectiveness of multi-representational learning environments.
Citation
Ainsworth, S. (1999). The functions of multiple representations. Computers & Education, 33(2), 131-152. Elsevier Ltd. Retrieved December 13, 2019 from https://www.learntechlib.org/p/88203/.
This record was imported from
Computers & Education
on January 30, 2019.
Computers & Education is a publication of Elsevier.
Keywords
Cited By
View References & Citations Map-
Concreteness fading fosters children's understanding of the inversion concept in addition and subtraction
Boby Ho-Hong Ching & Xiaohan Wu
Learning and Instruction Vol. 61, No. 1 (June 2019) pp. 148–159
-
Using Multiple Representations to Build Conceptual Understanding in Science and Mathematics
Yash Patel & Sara Dexter, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1304–1309
-
Scripting the Collaboration for Exploiting the Learning Affordances of a Modeling Environment
Rachel Or-Bach, Academic College of Emek Yezreel, Israel; Bert Bredeweg, University of Amsterdam, Netherlands
Proceedings of the Informing Science and Information Technology Education Conference 2013 (Jul 01, 2013) pp. 401–411
-
Teachers' statistical problem solving with dynamic technology: Research results across multiple institutions
Hollylynne Lee, North Carolina State University, United States; Gladis Kersaint, University of South Florida, United States; Suzanne Harper, Miami University, United States; Shannon Driskell, University of Dayton, United States; Keith Leatham, Brigham Young University, United States
Contemporary Issues in Technology and Teacher Education Vol. 12, No. 3 (September 2012) pp. 286–307
-
Prospective Teachers' Statistical Problem Solving with Dynamic Technology:
Hollylynne S. Lee, North Carolina State University, United States; Gladis Kersaint, University of South Florida, United States; Suzanne R. Harper, Miami University, United States; Shannon O. S. Driskell, University of Dayton, United States; Keith Leatham, Brigham Young University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4925–4938
-
Novice Mathematics Teachers’ Use of Technology-Generated Representations
Virginia Fraser, Indiana University Southeast, United States; Joe Garofalo, University of Virginia, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3984–3992
-
Representations of Information Spaces in Educational Tools
Kamran Sedig & Paul Parsons, University of Western Ontario, Canada
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 905–910
-
Utility of Interaction in Knowledge-Oriented Activities
Paul Parsons & Kamran Sedig, University of Western Ontario, Canada
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 895–904
-
Making Vocabulary Visible: Using Technology to Support Literacy Acquisition in Early Literacy Instruction
Pamela Solvie, University of Minnesota, Morris, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 4114–4119
-
Student Teachers’ Use of Technology-Generated Representations: Exemplars and Rationales
Nicole Juersivich, Joe Garofalo & Virginia Fraser, University of Virginia, United States
Journal of Technology and Teacher Education Vol. 17, No. 2 (April 2009) pp. 149–173
-
Modeling and multiple representation systems in the design of a computer environment for the learning of programming and C by beginners
Maria Kordaki, Department of Computer Engineering and Informatics, Patras University, Greece, Greece
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 1634–1641
-
Semiotic Perspectives to the Students’ Conceptual Development with the Virtual Inquiry in "Young Scientist“ Environment
Kai Pata, Margus Pedaste & Evald Sepp, Science Didactics Department, University of Tartu, Estonia
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 3723–3732
-
Starting with Parallel Processing: A multi-representational learning environment for beginners
Maria Kordaki, Department of Computer Engineering and Informatics, Patras University, Greece, Greece; John Solos, Hellenic Open University, Greece
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 3590–3596
-
E-books plus: Role of interactive visuals in exploration of mathematical information and e-learning
Sonja Rowhani & Kamran Sedig, Cognitive Engineering Laboratory, University of Western Ontario, Canada
Journal of Computers in Mathematics and Science Teaching Vol. 24, No. 3 (July 2005) pp. 273–298
-
Guidelines for Structuring Simulations to Facilitate the Removal of Misconceptions in Learning
Clifford Fyle (Jnr), Florida State University, United States
EdMedia + Innovate Learning 2003 (2003) pp. 2634–2641
-
Facilitating the Mental Integration of Multiple Sources of Information in Multimedia Learning Environments
Rolf Ploetzner, Knowledge Media Research Institute, Germany; Daniel Bodemer & Inge Feuerlein, University of Freiburg, Germany
EdMedia + Innovate Learning 2001 (2001) pp. 1501–1506
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
