1/19 Learning with Dynamic Multiple Representations Supporting students in translating between representations in a simulation-based learning environment

2/19 Overview Multiple representations Research questions Hypothesis Experimental design Presentation“SQ-Moment”

3/19 Why use multiple ERs When different learners exhibit preferences for different representations When one representation is insufficient for showing the domain When one representation should become to complex if it had to show all the information To use the particular properties of representations

4/19 Why use multiple ERs To show the domain from different perspectives To vary the precision of the representation of the domain To make it possible to manipulate variables To constrain the interpretation of a second unfamiliar representation To teach the relations between representations

5/19 Learning demands Learn properties of representations Relation between ERs and domain How to select the appropriate ERs How to construct appropriate ERs How to translate between ERs

6/19 Questions How to distribute information over representations? –Complexity –Redundancy –Translation –Number of representations –Sequence

7/19 Translation Place (integration) Time (dynamic linking) Color references Mapping

8/19 Research questions How can students be supported in translating between representations? –Does integration of representations help? u When does it help and when not? –Does dynamic linking of representations help? u When does it help and when not? u Does dynamically linking representations lead to other knowledge than not linking representations?

9/19 Hypothesis Integration of representations helps if the integrated representation is not too complex. –Not all types of representations can be integrated. –If the integrated representation gets too complex, parts of the representation should be separated.

10/19 Hypothesis Dynamic linking of representations helps. –If the learning goal is to explore the relations between representations, they should not be linked. –If students learn the relations between representations without dynamic linking, they perform better on transfer tasks.

11/19 Method - subjects 80 subjects 4 schools 1 st year of mechanical engineering middle vocational training 16 – 17 years old

12/19 Method – exp. conditions 3 experimental conditions 2 variables –Place (integration, separation) –Time (dynamic linking, no linking)

13/19 Method – exp. conditions Condition 1 1.Integrated representations 2.Dynamic linking Condition 2 1.Separate representations 2.Dynamic linking Condition 3 1.Separate representations 2.No linking

14/19 Distribution of subjects

15/19 Pre-test and post-test Questions about the domain Questions about separate ERs Questions about multiple ERs Much use of images Subjects have to draw ERs

16/19 ab c d Test questions 1. If you tighten a bolt with an open-end spanner, then where is the moment the largest? a. At the bolt b. Between the hand and bolt c. At the hand d. At the end of the open-end spanner

17/19 Test questions 1. In the picture you see a hand exercising a negative force on an open- end spanner. Which of the following figures is the right reproduction of length, force, and moment? ab c d

18/19 Test questions 1. Draw a force which sees to it that the moment is positive and has its maximum value. Draw the direction of the moment on the right place. Use one of the represented forces. or

19/19 Simulation “SQ-Moment”