Construction and interference in learning from multiple representation

This paper presents an integrated view of learning from verbal and pictorial representations. Learning from these representations is considered as a task oriented process of constructing multiple mental representations. Construction of these representations includes information selection and information organisation, parsing of symbol structures, mapping of analog structures as well as model construction and model inspection. Based on this theoretical view an experiment was conducted to analyse the effects of different kinds of multiple external representations on the structure of mental models. Sixty university students were randomly assigned to one of the three experimental conditions. The text-only group learned the subject matter with a hypertext, whereas the other two groups learned the subject matter with a hyper-medium including this hypertext and different kinds of graphics. The findings indicate that the structure of graphics affects the structure of the mental model. They also indicate that presenting graphics is not always beneficial for the acquisition of knowledge. Whereas task-appropriate graphics may support learning, task-inappropriate graphics may interfere with mental model construction.