Learning From Multiple Representations in Chemistry Simulations: The Effect of Fixation Transitions on Learning Outcomes

• In Event: Multiple Representations and Learning Environments

Abstract

The present study examined how connections between multiple representations of the Ideal Gas Law in a multimedia simulation influences learning. Using eye-tracking technology, we examined the fixation transitions between key elements of the different representations. Results suggest that greater transition frequency from the molecular activity in the gas container to the graph yielded better transfer, but not comprehension. In comparison, greater transition frequency from the control sliders to the graph yielded better comprehension, but not transfer. Furthermore, these learning outcomes were not affected by learners’ prior knowledge. This research demonstrates not only the importance of employing multiple representations in multimedia learning environments, but also that elements of those representations can influence the level at which the information is learned.

Authors

• Paul A. O'Keefe, Stanford University

• Catherine E. Milne, New York University

• Bruce Douglas Homer, The Graduate Center - CUNY

• Ruth N. Schwartz, New York University

• Jan L. Plass, New York University