Multiple Forms of Dynamic Representation.

By Shaaron E. Ainsworth, Nicolas VanLabeke. 2004

298 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/0fbf337d404aa83ba88b7f6b7b980efdede14b00

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Fred Paas
2. J. V. van Merriënboer
3. Pieter Wouters
4. John Sweller
5. Jan L. Plass
6. Tim N. Höffler
7. Mary Hegarty
8. Mireille Bétrancourt

In Education

1. Fred Paas
2. J. V. van Merriënboer
3. Tim N. Höffler
4. Pieter Wouters
5. Mary Hegarty
6. Mireille Bétrancourt
7. Sandra Berney
8. Jan L. Plass

In Experimental and Cognitive Psychology

1. Fred Paas
2. J. V. van Merriënboer
3. Pieter Wouters
4. Tim N. Höffler
5. John Sweller
6. Mary Hegarty
7. Jan L. Plass
8. Tamara van Gog

Citations in the corpus

• How to Optimize Learning From Animated Models: A Review of Guidelines Based on Cognitive Load (2008, background): “…can present information that changes with time, such as the working of a device or the explanation of a procedure, by movement of objects in the animation (Ainsworth & VanLabeke, 2004; Hegarty, 2004; Rieber, 1990; Tversky, Morrison, & Betrancourt, 2002; Weiss, Knowlton, & Morrison, 2002).”
• Taking educational games seriously: using the RETAIN model to design endogenous fantasy into standalone educational games (2008, background): “A game-centered implementation of these representations include goal association, arousing curiosity and interest, layered or scaffolded challenges, challenging the imagination by creating an extrinsic and intrinsic fantasy, cognitive modeling, the perception of the freedom to fail, and fidelity in ”
• Foundations of Game-Based Learning (2015, background): “Research suggests that learning can be facilitated when information is available in more than one format (Moreno & Dur (cid:2) an, 2004; Paivio, 1986; Schnotz, 2005), though this depends on the function of the multiple representations (Ainsworth & Van Labeke, 2004).”
• The learning effects of computer simulations in science education (2012, background): “Representations displaying processes that change with respect to time, are referred to as being dynamic (Ainsworth & VanLabeke, 2004).”
• Does animation enhance learning? A meta-analysis (2016, background): “Regarding the disadvantages, animation can be challenging for learners, especially because of the amount of information to be processed (B etrancourt & Realini, 2005) or its transient nature (Ainsworth & VanLabeke, 2004; B etrancourt et al., 2001; Lowe, 1999).”
• Dynamic visualizations and learning: getting to the difficult questions (2004, background): “Dynamic displays can also portray more abstract information, such as statistical concepts (as studied by Bodemer, Ploetz-ner, Feuerlein, & Spada, 2004) changes in population over time (as studied by Ainsworth & Van Labeke, 2004) or computer algorithms (Narayanan & Hegarty, 2002).”
• The Educational Value of Multiple-representations when Learning Complex Scientific Concepts (2008, background): “…mass might be represented as a simple numerical display as it does not change as the simulation runs, whereas velocity might be represented in a dynamic graph or a table because these representations are time-persistent (Ainsworth & Van Labeke, 2004) and so show how velocity has changed over time.”
• Spatial Ability: Its Influence on Learning with Visualizations—a Meta-Analytic Review (2010, background): “As to the reasons why animations might not be better suited for learning than static pictures, it is often argued that an animation does not provide permanent but transient information ( Ainsworth and VanLabeke 2004 ; H egarty2004) which might impose extraneous cognitive load (i.e., cognitive load w”