How multiple external representations are used and how they can be made more useful

摘要: In two studies, students' difficulties in using multiple external representations were effectively addressed. a first explorative study (N = 16), we investigated the allocation of visual attention (as assessed by gaze data) on representations, its relation to learning and learners' beliefs representations' functions. Results confirmed that students not aware subsequent experiment (N = 30), analysed effects informing about function diagrams worked examples learning, mediating moderating prior knowledge. The instruction had strong which partially mediated attention. Prior knowledge moderated both, learning. Implications for research into instructional design are discussed. Copyright © 2008 John Wiley & Sons, Ltd.