Graphical representations (GRs) of the learning content are often used for instruction (Ainsworth, 2006). When used in learning technology, GRs can be especially useful since they allow for interactions across representations that are physically impossible, for instance by dragging and dropping symbolic statements into a chart that automatically…

This research aims to explore the role of physical representations in young children's numerical learning then identify the benefits of using a graphical interface in order to understand the potential for developing interactive technologies in this domain. Three studies are reported that examined the effect of using physical representations…

Research employed two types of redundancy, each having two levels, at each stage of a programed sequence of non-verbal concept learning tasks. One type involved amount of variation and repetition of exemplars; the other, strength of feedback. A researcher presented tasks to 4th, 5th, and 6th graders, simulating a computer graphic display. The…