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Constrained interactivity for relating multiple representations in science: When virtual is better than real
16 references·1 citing·47 second hop
Constrained interactivity for relating multiple representations in science: When virtual is better than real (2014)Constrained interactivity for relating mu…Using animations and visual cueing to support learning of scientific concepts and processes (2010)Using animations and visual c…Physical versus virtual manipulative experimentation in physics learning (2010)Physical versus virtual manip…“Concrete” Computer Manipulatives in Mathematics Education (2009)“Concrete” Computer Manipulat…Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children (2006)Hands on what? The relative e…DeFT: A conceptual framework for considering learning with multiple representations (2006)DeFT: A conceptual framework …Exploring visuospatial thinking in chemistry learning (2004)Exploring visuospatial thinki…Enhancing undergraduate students' chemistry understanding through project-based learning in an IT environment (2004)Enhancing undergraduate stude…The material features of multiple representations and their cognitive and social affordances for science understanding (2003)The material features of mult…Point and Click or Grab and Heft: Comparing the Influence of Physical and Virtual Instructional Materials on Elementary School Students' Ability to Design Experiments (2003)Point and Click or Grab and H…Evaluation of Subjective Mental Workload: A Comparison of SWAT, NASA‐TLX, and Workload Profile Methods (2003)Evaluation of Subjective Ment…Humans integrate visual and haptic information in a statistically optimal fashion (2002)Humans integrate visual and h…The Roles of Representations and Tools in the Chemistry Laboratory and Their Implications for Chemistry Learning (2000)The Roles of Representations …Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena (1997)Multimedia and understanding:…Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research (1988)Development of NASA-TLX (Task…Reconsidering Research on Learning from Media (1983)Reconsidering Research on Lea…Human Problem Solving (1972)Human Problem SolvingComparing Multiple Theories about Learning with Physical and Virtual Representations: Conflicting or Complementary Effects? (2020)Comparing Multiple Theories a…Handbook of reading research (1991)Cognitive Architecture and Instructional Design (1998)Multimedia Learning (2002)Visualization: A Metacognitive Skill in Science and Science Education (2005)Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles (2006)Who benefits from learning with 3D models? the case of spatial ability (2006)The Structure of Scientific Revolutions (1963)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. 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(1977)The Out-of-the-Loop Performance Problem and Level of Control in Automation (1995)Nasa-Task Load Index (NASA-TLX); 20 Years Later (2006)Measuring neurophysiological signals in aircraft pilots and car drivers for the assessment of mental workload, fatigue and drowsiness (2012)Merging the senses into a robust percept (2004)The Ventriloquist Effect Results from Near-Optimal Bimodal Integration (2004)Multisensory integration: current issues from the perspective of the single neuron (2008)The social psychology of creativity: A componential conceptualization. (1983)A review and reformulation of social information-processing mechanisms in children's social adjustment. (1994)TARGET ARTICLE: Hope Theory: Rainbows in the Mind (2002)
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References

  • 1988Development of NASA-TLX (Task Load Index): Results of Empirical and Theoretical Research15,045 cited
  • 1972Human Problem Solving6,221 cited
  • 2002Humans integrate visual and haptic information in a statistically optimal fashion4,840 cited
  • 1983Reconsidering Research on Learning from Media2,713 cited
  • 2006DeFT: A conceptual framework for considering learning with multiple representations1,668 cited
  • 2003Evaluation of Subjective Mental Workload: A Comparison of SWAT, NASA‐TLX, and Workload Profile Methods917 cited
  • 1997Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena779 cited
  • 2004Exploring visuospatial thinking in chemistry learning637 cited
  • 2003The material features of multiple representations and their cognitive and social affordances for science understanding528 cited
  • 2000The Roles of Representations and Tools in the Chemistry Laboratory and Their Implications for Chemistry Learning406 cited
  • 2006Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children358 cited
  • 2010Physical versus virtual manipulative experimentation in physics learning306 cited
  • 2004Enhancing undergraduate students' chemistry understanding through project-based learning in an IT environment295 cited
  • 2003

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Point and Click or Grab and Heft: Comparing the Influence of Physical and Virtual Instructional Materials on Elementary School Students' Ability to Design Experiments
268 cited
  • 2010Using animations and visual cueing to support learning of scientific concepts and processes261 cited
  • 2009“Concrete” Computer Manipulatives in Mathematics Education183 cited
  • Cited by

    • 2020Comparing Multiple Theories about Learning with Physical and Virtual Representations: Conflicting or Complementary Effects?59 cited