How multiple external representations are used and how they can be made more useful

By Rolf Schwonke, Kirsten Berthold, Alexander Renkl. 2009

147 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/9a73154e962d9d7603196bffeba0e1d960708838

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The Signaling (or Cueing) Principle in Multimedia Learning (2014, unknown): “In line with the ﬁ ndings by Schwonke, Berthold, and Renkl (2009), Scheiter et al. (2019) also found (in a ﬁ rst experiment) that students who had longer ﬁ xations times and higher ﬁ xation counts on text and picture, and made more transitions between text and picture when studying illustrated…”
Cognitive activities in complex science text and diagrams (2010, methodology): “…skills, learners might be focusing on the representation with which they feel most comfortable, or learners may skim or skip over diagrams because they do not appreciate—or perhaps do not know about—the role of and importance of diagrams for comprehending science texts (Schwonke et al., 2009).”
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review (2014, background): “Thus, learners need support in relating or integrating the different representations (e.g., Berthold and Renkl 2009; Schwonke et al. 2009).”
Toward an Instructionally Oriented Theory of Example-Based Learning (2014, background): “Actually, Siegler and Chen (2008) found that self-explaining correct and incorrect solutions is more beneficial than self-explaining correct solutions only; explaining incorrect solutions helps to avoid these errors later (see also Durkin & Rittle-Johnson, 2012).”
Eye tracking as a tool to study and enhance multimedia learning (2010, methodology): “For instance, Schwonke et al. (2009) supported learners in studying multiple representations based on an earlier eye-tracking study, which had revealed that learners were not making sufficient use of specific representations .”