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EARLI 2003 26-08-2003

Supporting the translation between representations in a simulation-based learning environment Jan van der Meij, University of Twente Ton de Jong, University of Twente. EARLI 2003 26-08-2003. General question.

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EARLI 2003 26-08-2003

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  1. Supporting the translation between representations in a simulation-based learning environmentJan van der Meij, University of TwenteTon de Jong, University of Twente EARLI 2003 26-08-2003

  2. General question • How can relationships between multiple representations be shown, to facilitate the translation between the representations?

  3. Benefits of multiple representations • When one representation should become to complex if it had to show all the information • To show the domain from different perspectives • To vary the precision of the representation of the domain • To use the particular properties of representations • To constrain the interpretation of a second unfamiliar representation

  4. Costs of multiple representations • Understand the semantics of each representation • Understand which parts of the domain are represented • Relate the representations • Translate between the representations

  5. Relation • Time (dynamic linking) • Place (integration) • Color references • Mapping

  6. Research questions • What is the effect of dynamic linking and integration? • Is there an interaction effect with the complexity of the learning environment? • Is there a differential effect on domain, transfer, and representational knowledge?

  7. Method - subjects • 90 subjects • 4 schools • 1st year of mechanical engineering • middle vocational training • 16 – 18 years old

  8. Method – exp. conditions

  9. Simulation “Moment”

  10. Pretest and posttest

  11. Test questions If you tighten a bolt with an open-end spanner, then where is the moment the largest? a.At the bolt b.Between the hand and bolt c.At the hand d.At the end of the open-end spanner a b d c

  12. a b c d Test questions In the picture you see a hand exercising a negative force on an open-end spanner. Which of the following figures is the right reproduction of length, force, and moment?

  13. Posttest score significantly better than pretest scoret (89) = 5.01, p < .01 Means (SD) pretest and posttest

  14. Posttest scores per condition • No multivariate main effect of condition on item type scoresF (6,172) = .44, p = .85 • No interaction effects

  15. Electronic Questionnaire

  16. Electronic Questionnaire • No significant effect of the experimental conditions on experienced domain difficulty (F(2,56) = 2.34, p = .11). • Significant effect for the comparison of the separated with the integrated condition at the fourth instance (F(1,46) = 9.40, p = < .01).

  17. Electronic Questionnaire

  18. Electronic Questionnaire • Significant effect on difficulty experience of working with the simulation (F(2,51) = 6.17, p < .01) • Significant effect at the fourth instance the questionnaire was filled out (F(2,64) = 2.23, p = < .01)

  19. Conclusions • Why no differences between conditions? • Did the way the representations were presented not matter because subjects could interact with the system? • Did the assignments help to translate between representations? • Were the assignments to ‘leading’?

  20. Conclusions • Why no differences between conditions? • Did the test not distinguish between conditions? • Was the treatment to short to find differences between conditions? • Was the topic not complex enough to distinguish between conditions? • Did subjects not use the simulation to answer the assignments?

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