Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely: Although many studies demonstrate large learning gains when instruction includes diagrams, diagrams do not always lead to improved outcomes. How can instructional designers know whether a given diagram will enhance learning?  have developed a framework of three factors that influence the effectiveness of a diagram in a particular learning situation: the learning objective, the design of the visual representation and the cognitive processing of the learner. In a randomized-design study conducted in a college chemistry class,  found that instruction that included diagrams created with this framework led to enhanced performance on open-ended transfer items compared to traditional instruction, particularly for low-performing students.  propose that a concept-based cognitive theory of multimedia learning that includes a conceptual working memory component may explain why the efficacy of diagrams depends heavily on the prior knowledge of the learner as ll as the conceptual information available in the representation.
['Jodi L. Davenport', 'David Yaron', 'David Klahr', 'Kenneth R. Koedinger']
I am writing a research paper on a idea When do diagrams enhance learning? A framework for designing relevant representations
[{"from": "human", "value": "I am writing a research paper on a idea When do diagrams enhance learning? A framework for designing relevant representations"}, {"from": "gpt", "value": "Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely: Although many studies demonstrate large learning gains when instruction includes diagrams, diagrams do not always lead to improved outcomes. How can instructional designers know whether a given diagram will enhance learning?  have developed a framework of three factors that influence the effectiveness of a diagram in a particular learning situation: the learning objective, the design of the visual representation and the cognitive processing of the learner. In a randomized-design study conducted in a college chemistry class,  found that instruction that included diagrams created with this framework led to enhanced performance on open-ended transfer items compared to traditional instruction, particularly for low-performing students.  propose that a concept-based cognitive theory of multimedia learning that includes a conceptual working memory component may explain why the efficacy of diagrams depends heavily on the prior knowledge of the learner as ll as the conceptual information available in the representation."}]