Review analysis uncovered eight mediating factors for students' understanding of graphing motion, mentioned in 127 instances across the 62 learning environments¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review's analysis of the included articles uncovered eight mediating factors: real-world context, multimodality, linking motion to graph, multiple representations, semiotics, student control, attention capturing, and cognitive conflict. → Carolien Duijzer 2019 q2 i? Authors mentioned a mediating factor in 127 instances across the 62 embodied learning environments; in two articles the authors mentioned no mediating factors at all. → Carolien Duijzer 2019 (2)

Evidence¶

Carolien Duijzer 2019¶

Carolien Duijzer, Marja Van den Heuvel-Panhuizen, Michiel Veldhuis, Michiel Doorman, & Paul Leseman. (2019). Embodied Learning Environments for Graphing Motion: a Systematic Literature Review. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09471-7

q2 · i? · review · r2

Qualitative coding of the 44 included articles, with mediating factors first recorded in the original authors' terminology and then clustered through iterative reading into eight overarching categories, "uncovered eight mediating factors". These are the factors the reviewed authors presumed to mediate learning.

"Our analysis uncovered eight mediating factors: real-world context, multimodality, linking motion to graph, multiple representations, semiotics, student control, attention capturing,a n d cognitive conflict."

Carolien Duijzer 2019 (2)¶

Carolien Duijzer, Marja Van den Heuvel-Panhuizen, Michiel Veldhuis, Michiel Doorman, & Paul Leseman. (2019). Embodied Learning Environments for Graphing Motion: a Systematic Literature Review. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09471-7

q2 · i? · review · r2

Frequency analysis across the corpus found "127 instances" in which authors mentioned a mediating factor; in two articles with two learning environments each, authors mentioned no mediating factors at all. Different combinations of factors were identified in each class of environments.

"For the 62 embodied learning environments, we found 127 instances in which authors mentioned a mediating factor."

Discussion¶

Related Claims¶

• Immediate Own Motion was the largest class of embodied learning environments, with motion sensor technology used in 30 of its 34 environments — related
• Embodied learning environments using students' own motion immediately linked to its graphical representation are most effective in terms of learning outcomes for graphing motion — related
• Students' courses of action differed by instrumentation: photogate and tape-timer groups centred on numbers and dots with motion concepts rare, while probeware groups centred on motion concepts — related