Connection making between representations is crucial to learning in STEM domains, but it is a difficult task for students. Prior research shows that supporting connection making enhances students’ learning of domain knowledge. Most prior research has focused on supporting one type of connection-making process: conceptual reasoning about connections between representations. Yet, recent research suggests that a second type of connection-making process plays a role in students’ learning: perceptual translation between representations. We hy- pothesized that combining support for both conceptual and perceptual connection- making processes leads to higher learning gains on a domain-knowledge test. We tested this hypothesis in a lab experiment with 117 undergraduate students using an intelligent tutoring system for chemistry. Results show that the combination of conceptual and perceptual connection-making supports leads to higher learning outcomes. This finding suggests that the effectiveness of educational technologies can be enhanced if they combine support for conceptual and perceptual connec- tion-making processes.
CITATION STYLE
Rau, M. A., & Wu, S. P. W. (2015). ITS support for conceptual and perceptual processes in learning with multiple graphical representations. Proceedings of the 17th International Conference of Artificial Intelligence in Education, 7926(July), 398–407. Retrieved from http://link.springer.com/10.1007/978-3-642-39112-5
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