Exploring Students’ Affective States During Learning with External Representations

  • Beate Grawemeyer
  • Manolis Mavrikis
  • Claudia Mazziotti
  • Alice Hansen
  • Anouschka van Leeuwen
  • Nikol Rummel
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10331)

Abstract

We conducted a user study that explored the relationship between students’ usage of multiple external representations and their affective states during fractions learning. We use the affective states of the student as a proxy indicator for the ease of reasoning with the representation. Extending existing literature that highlights the advantages of learning with multiple external representations, our results indicate that low-performing students have difficulties in reasoning with representations that do not fully accommodate the fraction as a part-whole concept. In contrast, high-performing students were at ease with a range of representations, including the ones that vaguely involved the fraction as part-whole concept.

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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Beate Grawemeyer
    • 1
  • Manolis Mavrikis
    • 2
  • Claudia Mazziotti
    • 3
  • Alice Hansen
    • 2
  • Anouschka van Leeuwen
    • 4
  • Nikol Rummel
    • 3
  1. 1.BBK Knowledge LabBirkbeck, University of LondonLondonUK
  2. 2.UCL Knowledge Lab, Institute of EducationUniversity College LondonLondonUK
  3. 3.Institute of Educational ResearchRuhr-Universität BochumBochumGermany
  4. 4.Faculty of Social and Behavioral ScienceUtrecht UniversityUtrechtNetherlands

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