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Supporting Learning with Interactive Multimedia through Active Integration of Representations

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ISAIJLS Volume 33, Number 1, ISSN 0020-4277


When learners explore dynamic and interactive visualisations they are often not able to interact with them in a systematic and goal-oriented way. Frequently, even supporting learners in processes of discovery learning does not lead to better learning outcomes. This can be due to missing pre-requisite knowledge such as the coherent mental integration of the pictorial and symbolic sources of information. In order to support learners in this process, we encouraged them to interactively and externally relate different static sources of information to each other before exploring dynamic and interactive visualisations. We evaluated the benefit of this instructional support in two experimental studies concerning the domains of statistics and mechanics. It revealed that the active integration of static representations before processing dynamic visualisations resulted in better performance and can provide a basis for a more systematic and goal-oriented experimentation behaviour during simulation-based discovery learning.


Bodemer, D., Ploetzner, R., Bruchmuller, K. & Hacker, S. (2005). Supporting Learning with Interactive Multimedia through Active Integration of Representations. Instructional Science: An International Journal of the Learning Sciences, 33(1), 73-95. Retrieved April 20, 2019 from .

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Cited By

  1. Influences on Visual Attentional Distribution in Multimedia Instruction

    Eric Wiebe & Leonard Annetta, North Carolina State University, United States

    Journal of Educational Multimedia and Hypermedia Vol. 17, No. 2 (April 2008) pp. 259–277

  2. The Role of Computer Simulations in Hybrid Learning Environments

    Lana Trey, The University of British Columbia, Canada

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 3079–3082

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