Subjects were randomly assigned to one of the three experimental conditions.
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. 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.
Abstract This paper reports a study which examined support the translation between multiple representations in simulation-based learning.
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