Benefits of learning with more than two external representations primarily depend on the provision of appropriate instructional support.¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? The moderator analysis revealed that benefits of learning with more than two representations primarily depend on the provision of appropriate support. → Rexigel 2024

Evidence¶

Rexigel 2024¶

Rexigel, E., Kuhn, J., Becker, S., & Malone, S. (2024). The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09958-y

q4 · i? · quant-synthesis · r?

In the moderator analyses conducted for each outcome category, support was coded as none, semantic, syntactic, or both; the analysis revealed that benefits "primarily depend on the provision of appropriate support." No effect-size magnitude for the moderator is printed.

"The analysis of moderating factors revealed that benefits of learning with more than two representations primarily depend on the provision of appropriate support."

Discussion¶

Related Claims¶

• Learning with more than two external representations in STEM has advantageous effects on students' cognitive load and performance compared to learning with two representations. — related
• Instructional support improves quality of feedback provision (g = 0.64) and quality of feedback reception (g = 0.49) but not subject-matter-related knowledge — related
• Learning with more than two external representations shows no notable differences in learning time compared to learning with two representations. — related
• Feedback provision support improves quality of feedback provision (g = 0.72) and quality of feedback reception (g = 0.69) but not subject-matter-related knowledge — related