Learning with more than two external representations shows no notable differences in learning time compared to learning with two representations.¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4
Currency · newest study 2024 · 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.
q4 i? The meta-analysis found no notable differences in learning time between learning with more than two representations and learning with two representations. → 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?
The meta-analysis of studies comparing more than two external representations with two or fewer examined time as an outcome category alongside performance and cognitive load, and reported "without notable differences in learning time"; no effect size for time is printed.
"compared to learning with two representations without notable differences in learning time"
Discussion¶
Related Claims¶
- Benefits of learning with more than two external representations primarily depend on the provision of appropriate instructional support. — related
- 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
- Some studies found that presenting more than two representations negatively impacted learning and problem-solving, especially for students with low prior knowledge. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
more-than-two-representations-no-learning-time-difference |
title |
Learning with more than two external representations shows no notable differences in learning time compared to learning with two representations. |
description |
Learning with more than two external representations shows no notable differences in learning time compared to learning with two representations. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rexigel-2024 |
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