Learners working with tree diagrams performed fewer manipulations in the simulations than learners in other conditions¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The Diagram condition performed fewer manipulations than the Arithmetic and Text + Arithmetic conditions, with no difference in time-on-task. → Bas Kolloffel 2009
Evidence¶
Bas Kolloffel 2009¶
Bas Kolloffel, Tessa H. S. Eysink, Ton de Jong, Pascal Wilhelm. (2009). The effects of representational format on learning combinatorics from an interactive computer simulation. Instr Sci 37:503–517. https://doi.org/10.1007/s11251-008-9056-7
q3 · i? · causal · r2
Log-based analysis of manipulations in the simulations; due to technical reasons data for 25 learners were unavailable and three outliers excluded, leaving 95 participants. The article reports "fewer manipulations" in the Diagram condition; no effect size printed. A separate ANOVA found no time-on-task differences, F(4,119) = 1.62, ns.
"Post-hoc LSD analyses showed that participants in the Diagram condition performed fewer manipulations than participants in the Arithmetic condition (P\ .01) and participants in the Text + Arithmetic condition ( P\ .05)."
Discussion¶
Related Claims¶
- In inquiry learning of combinatorics, learners given a Text + Arithmetic representation outperformed learners given tree diagrams on total post-test scores — related
- Learning with tree diagrams increased experienced cognitive load across intrinsic, extraneous, germane, and overall measures — related
- Adding equations to tree diagrams reduced cognitive load but did not improve learning outcomes — related
- The Text + Arithmetic format specifically improved procedural knowledge (executing action sequences to solve problems) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
diagram-condition-fewer-simulation-manipulations |
title |
Learners working with tree diagrams performed fewer manipulations in the simulations than learners in other conditions |
description |
Learners working with tree diagrams performed fewer manipulations in the simulations than learners in other conditions |
status |
review |
evidence_strength |
weak |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bas-kolloffel-2009 |
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