Learning with multiple representations imposes high demands and often fails to produce expected results because learners do not integrate the representations¶
Claim · All claims
Evidence · 1 study · causalr?·q1
Currency · newest study 2009 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q1 i? Multiple representations impose high demands on learners and often do not lead to expected results because learners do not integrate the different representations. → Berthold 2009
Evidence¶
Berthold 2009¶
Berthold, K., Eysink, T.H.S. & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science. https://doi.org/10.1007/s11251-008-9051-z
q1 · i? · causal · r?
The article's motivating statement, offered without cited data in the available text: multi-representational learning "imposes high demands on the learners" and often fails because learners do not integrate the representations. No empirical evidence or argument is printed for this statement in the available text.
"it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the different representations."
Discussion¶
Related Claims¶
- Typical verbal achievement tests may underestimate students' subject-matter knowledge because of a mismatch between the test's symbolic form and students' symbolic encoding — related
- Placing heavier cognitive demands on learners can be counterproductive in mapping tasks — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
multi-representational-learning-integration-failure |
title |
Learning with multiple representations imposes high demands and often fails to produce expected results because learners do not integrate the representations |
description |
Learning with multiple representations imposes high demands and often fails to produce expected results because learners do not integrate the representations |
status |
review |
evidence_strength |
weak |
newest_evidence |
2009 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — berthold-2009 |
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