Representational format produced no significant differences in conceptual or situational knowledge¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No main effect of format was found on conceptual knowledge. → Bas Kolloffel 2009 q3 i? No main effect of format was found on situational knowledge. → Bas Kolloffel 2009 (2)

Evidence¶

Bas Kolloffel 2009¶

Bas Kolloffel, Tessa H. S. Eysink, Ton de Jong, Pascal Wilhelm. (2009). The effects of representational format on learning combinatorics from an interactive computer simulation. Instr Sci 37:503–517. https://doi.org/10.1007/s11251-008-9056-7

q3 · i? · causal · r2

ANOVA on conceptual post-test items (relations between variables) in the five-condition experiment found "no main effect of format"; equivalence was not tested and no effect size was printed.

"With regard to conceptual knowledge no main effect of format, F(4,119) = 1.56, ns, was found."

Bas Kolloffel 2009 (2)¶

Bas Kolloffel, Tessa H. S. Eysink, Ton de Jong, Pascal Wilhelm. (2009). The effects of representational format on learning combinatorics from an interactive computer simulation. Instr Sci 37:503–517. https://doi.org/10.1007/s11251-008-9056-7

q3 · i? · causal · r2

ANOVA on situational post-test items (analyzing, identifying, and classifying problems) found "no main effect of representational format"; equivalence was not tested and no effect size was printed.

"With regard to situational knowledge items no main effect of representational format, F(4,119) = 0.66, ns, was found."

Discussion¶

Related Claims¶

• No evidence for a mapping between representational format and enhancement of a specific kind of understanding — related
• Situational knowledge is fostered by collaboration, tool format, and tool-use, with arithmetical format outperforming textual — reports the opposite
• The Text + Arithmetic format specifically improved procedural knowledge (executing action sequences to solve problems) — related
• In inquiry learning of combinatorics, learners given a Text + Arithmetic representation outperformed learners given tree diagrams on total post-test scores — related
• Quantitative experimental results on representational formats left the role of representations in dyad discussion unexplained — related
• Both agent-based model and visualization video conditions produce comparable gains in declarative nanoscience knowledge, with no Group × Time interaction — related