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Conference Paper: More or Fewer? Effects of Multiple Representation Simulations in Secondary Physics Classrooms
| Title | More or Fewer? Effects of Multiple Representation Simulations in Secondary Physics Classrooms |
|---|---|
| Authors | |
| Issue Date | 10-Jun-2025 |
| Abstract | This study examined how simulations with multiple representations affect secondary students’ physics learning. Simulations employed in the experiment group (n = 36) instruction with multiple representations, whereas the control group (n = 42) used single ones, taught by the same teacher. Results revealed that experimental group students outperformed their counterparts in academic achievement, with less positive emotional engagement. These results indicated that multiple representations enhanced learning outcomes, but single representations fostered greater emotional engagement. |
| Persistent Identifier | http://hdl.handle.net/10722/362269 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Jia, Wei | - |
| dc.contributor.author | Chen, Fan | - |
| dc.contributor.author | Xin, Jieting | - |
| dc.contributor.author | Chen, Gaowei | - |
| dc.date.accessioned | 2025-09-20T00:31:17Z | - |
| dc.date.available | 2025-09-20T00:31:17Z | - |
| dc.date.issued | 2025-06-10 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/362269 | - |
| dc.description.abstract | <p>This study examined how simulations with multiple representations affect secondary students’ physics learning. Simulations employed in the experiment group (n = 36) instruction with multiple representations, whereas the control group (n = 42) used single ones, taught by the same teacher. Results revealed that experimental group students outperformed their counterparts in academic achievement, with less positive emotional engagement. These results indicated that multiple representations enhanced learning outcomes, but single representations fostered greater emotional engagement.<br></p> | - |
| dc.language | eng | - |
| dc.relation.ispartof | Annual Meeting of International Society of Learning Sciences (ISLS) 2025 (10/06/2025-13/06/2025, Helsinki) | - |
| dc.title | More or Fewer? Effects of Multiple Representation Simulations in Secondary Physics Classrooms | - |
| dc.type | Conference_Paper | - |
| dc.identifier.doi | 10.22318/icls2025.108969 | - |