Construction and interference in learning from multiple representation

By Wolfgang Schnotz, Maria Bannert. 2003

964 citations recorded by the source corpus.

Subfields: Automotive Engineering, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/f9888b097bf62cded3ce29b654c1663d8f5506f0

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In Automotive Engineering

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Cognitive activities in complex science text and diagrams (2010, neutral): “…has used simplified images, typically with only one (arrows; Butcher, 2006; naming labels; Berthold & Renkl, 2009; Grosse & Renkl, 2006; Schnotz & Bannert, 2003; numbering; Bodemer & Faust, 2006) or two (arrows and words; Löhner, van Joolingen, Savelsbergh, & van Hout-Wolters, 2005;…”
Pedagogical Agent Signaling of Multiple Visual Engineering Representations: The Case of the Young Female Agent (2013, background): “The textbooks rely on the explanatory text to direct attention of learners to the relevant representation.”
DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “Schnotz (2002; Schnotz & Bannert, 2003) focuses not on pictures and text per se, but on depictive (iconic) and descriptive (symbolic) representations.”
Examining the Impact of Student Use of Multiple Modal Representations in Constructing Arguments in Organic Chemistry Laboratory Classes (2010, background): “Given the rationale that there are benefits to student engagement with multiple modal representations (Mayer 1997 ;P aivio 1986; Schnotz and Bannert 2003 ), we were keen to examine the relationship between student active use of multiple modal representations and written argument in a context of an ”
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, methodology): “If the text is accompanied by pictures, an integrated mental representation is built on the basis of the text and pictures (Schnotz & Bannert, 2003).”
Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer (2013, background): “The benefit of adding pictorial adjuncts to text is based on the fact that pictures and words provide two qualitatively different systems for representing knowledge that complement each other (Paivio, 1986; Schnotz & Bannert, 2003).”
Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance (2018, background): “Schnotz and Bannert (2003) concluded that task-appropriate graphics may support learning and task-inappropriate graphics may interfere with mental model construction.”
Understanding Tutor Learning: Knowledge-Building and Knowledge-Telling in Peer Tutors’ Explanations and Questions (2007, background): “Multiple representations can facilitate learning by providing extra information and supporting complementary reasoning processes, but learning in this setting requires integration of information across representations (Ainsworth, 1999; Schnotz & Bannert, 2003).”
The role of working memory components in multimedia comprehension (2008, methodology): “The integrated model of text and picture comprehension A first version of the integrated model of text and picture comprehension was presented in 1999 (Schnotz, Böckheler, & Grzondziel, 1999) before being extended (Schnotz, 2001; Schnotz, 2005; Schnotz & Bannert, 2003 ).”
Digital support for student engagement in blended learning based on self-determination theory (2021, background): “The finding related to autonomy can be explained by the use of multiple modalities (Schnotz & Bannert, 2003): presenting multiple types of learning content resources (modalities) benefited students by encouraging them to actively process such content (Chiu & Churchill, 2015; Chiu et al., 2020;…”