Learning with Multiple Representations: Supporting students’ translation between representations in a simulation-based learning environment

This paper reports a study which examined support the translation between multiple representations in simulation-based learning. We compared three versions of the same simulation-based learning environment: a learning environment with separated representations (control condition), a learning environment with dynamically linked representations, and a learning environment with integrated representations. Ninety learners from four middle vocational training schools (aged 16 to 18) took a pretest on an applied physics domain called ‘moment’, worked with a simulation-based learning environment on the domain, and took a posttest. Subjects were randomly assigned to one of the three experimental conditions. Subjects received an electronic questionnaire five times while working with the learning environment. This questionnaire asked subjects to score their experienced difficulty. The results of this study did not lead to significant results between conditions and thus does not lead to insights into the benefits or drawbacks of a particular measure to support translation. Insights into how the design of the learning environments may have influenced these results as well as research designs are discussed. Implications for future research will also be addressed