NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1131022
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1792-8788
The Effect of Representations on Difficulty Perception and Learning of the Physical Concept of Pressure
Corradi, David M. J.; De Jaegher, Christophe; Juarez-Collazo, Norma A.; Elen, Jan; Clarebout, Geraldine
Themes in Science and Technology Education, v6 n2 p91-108 2013
Previous research indicates that when learners divide their attention over different sources of information (representations), learners perceive the information as more difficult and have a harder time increasing their understanding. This can be overcome by integrating representations. In this research, using 85 participants, we hypothesized that integrated representations of physics would be perceived as less difficult. Repeated measures MANOVA showed a significant interaction effect between results on the learning tasks and the perceived difficulty questionnaire. Results are discussed in the context of the performance evaluation effect that can occur in more ecologically valid settings.
Themes in Science and Technology Education. The Educational Approaches to Virtual Reality Technologies Laboratory, University of Ioannina, Ioannina, GR 45110, Greece. Tel: +30-2651005697; Fax: +30-2651005854; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium
Grant or Contract Numbers: N/A