DeFT: A Conceptual Framework for Considering Learning with Multiple Representations.

By Shaaron E. Ainsworth. 2006

1,724 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/fa0c51c4aff32745a6f937e8a30615420b290772

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education (2014, background): “Ainsworth (2006) studied the different functions of multiple representations and generated a taxonomy of functions that included constraining interpretations, complementing each other, or constructing deeper meaning. Schnotz and Bannert (2003) studied how learners use text and pictures to construct ”
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review (2014, result): “Although some studies have found support for multiple representations, others have found limited benefits (see Ainsworth 2006).”
Learning Through Constructing Representations in Science: A framework of representational construction affordances (2012, background): “There is extensive research on what and how students learn from interpreting expert representations (Ainsworth, 2006, 2008a, 2008b, 2008c; Gilbert, 2005), with strong theoretical justifications for why this learning is enabled (Ainsworth, 1999; Mayer, 2003; Paivio, 1986), drawing on cognitive…”
Digital support for student engagement in blended learning based on self-determination theory (2021, background): “These learning resources should emphasize the sensory channel and/or modality of the representations (i.e., either auditory/visual or textual/pictorial) (Ainsworth, 2006).”
What recent research on diagrams suggests about learning with rather than learning from visual representations in science (2016, methodology): “Furthermore, models such as DeFT (Ainsworth, 2006), IF-SO (Carolan et al., 2008), and RCA (Prain & Tytler, 2012) may not fully explain the intricacies of the processes and reasoning involved when students construct their own representations.”
A Model of Factors Determining Students’ Ability to Interpret External Representations in Biochemistry (2009, background): “In particular, these students could not map between one ER and another (e.g., Ainsworth, 2006), probably because students treated each ER as a unique situation, instead of viewing all the ERs as being multiple representations of the same scientific concept (e.g., Ainsworth, Bibby, & Wood, 1998;…”
The Educational Value of Multiple-representations when Learning Complex Scientific Concepts (2008, background): “Complementary Roles Constrain Interpretation Construct Deeper Understanding Different Processes Different Information Constrain by Familiarity Constrain by Inherent Properties Abstraction Extension Relation Functions of Multiple Representations”
Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games (2011, background): “There is a vast literature on the importance of external representations in learning, with much evidence that using appropriate representations (or combinations of representations) can enhance learning outcomes (Ainsworth, 2006; Scaife & Roger, 1996; Winn, 1987 all provide reviews).”
Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, methodology): “This suggests that learners are overwhelmed with the demand to integrate MERs (see also Ainsworth, 2006).”
Pedagogical Agent Signaling of Multiple Visual Engineering Representations: The Case of the Young Female Agent (2013, positive): “The use of these multiple visual representations in engineering instruction is broadly supported by studies on the multimedia learning effect (Mayer, 1989; Mayer & Anderson, 1991; Mayer & Gallini, 1990) and theoretical frameworks for multimedia learning (Ainsworth, 1999; Mayer, 2005). Further, accor”
Can generating representations enhance learning with dynamic visualizations (2011, background): “Complex visualizations can overload memory and occlude key details (Ainsworth, 2006; Gilbert, 2007).”
Flaws in current human training protocols for spontaneous Brain-Computer Interfaces: lessons learned from instructional design (2013, methodology): “…performances - Provide as feedback some measure of quality (Hattie and Timperley, 2007; Shute, 2008) of the mental imagery - Multimodal feedback (Ainsworth, 2006) Provide a multimodal feedback (Merrill, 2007) (e.g., visual + haptic), with the same granularity and speciﬁcity for each…”
How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions (2017, background): “Connectional understanding also involves the ability to make sense of how one visual representation can constrain the interpretation of the second representation, and how they complement one another in depicting information (Ainsworth 2006; Rau 2016).”