Some studies found that presenting more than two representations negatively impacted learning and problem-solving, especially for students with low prior knowledge.¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Some studies presenting more than two representations found a negative impact on learning and problem-solving, especially for students with low prior knowledge of the context. → 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

q2 · i? · quant-synthesis · r?

The article's narrative synthesis of prior empirical studies reports that "some studies presenting more than two representations have even found a negative impact on learning and problem-solving," attributed in the article to studies such as Gerjets et al. and Zheng et al. No effect size is printed for this pattern.

"Therefore, some studies presenting more than two representations have even found a negative impact on learning and problem-solving, especially for students with low prior knowledge of the context"

Discussion¶

Related Claims¶

• Informative pictures relate to poorer word problem-solving performance, with negative effects from g = −1.08 to −0.08 — related
• Contrasting problems show a graph can help on one problem and harm on another: verbal data reveal both more active graph use and more shallow, confident confirmation when graphs were present — related
• Learning with more than two external representations shows no notable differences in learning time compared to learning with two representations. — related