%0 Journal Article %1 Ainsworth04 %A Ainsworth, Shaaron %A Labeke, Nicolas Van %D 2004 %J Learning and Instruction %K dynamic representation mathematics graphs IJCEELL multiple temporal narrative %N 3 %T Multiple forms of dynamic representation %U http://www.psychology.nottingham.ac.uk/staff/sea/dynamic_mers.pdf %V 14 %X The terms dynamic representation and animation are often used as if they are synonymous, but in this paper we argue that there are multiple ways to represent phenomena that change over time. Timepersistent representations show a range of values over time. Time-implicit representations also show a range of values but not the specific times when the values occur. Time-singular representations show only a single point of time. In this paper, we examine the use of dynamic representations in instructional simulations. We argue that the three types of dynamic representations have distinct advantages compared to static representations. We also suggest there are specific cognitive tasks associated with their use. Furthermore, dynamic representations of different form are often displayed simultaneously. We conclude that to understand learning with multiple dynamic representations, it is crucial to consider the way in which time is displayed.

@article{Ainsworth04, abstract = {The terms dynamic representation and animation are often used as if they are synonymous, but in this paper we argue that there are multiple ways to represent phenomena that change over time. Timepersistent representations show a range of values over time. Time-implicit representations also show a range of values but not the specific times when the values occur. Time-singular representations show only a single point of time. In this paper, we examine the use of dynamic representations in instructional simulations. We argue that the three types of dynamic representations have distinct advantages compared to static representations. We also suggest there are specific cognitive tasks associated with their use. Furthermore, dynamic representations of different form are often displayed simultaneously. We conclude that to understand learning with multiple dynamic representations, it is crucial to consider the way in which time is displayed.}, added-at = {2006-09-26T18:35:56.000+0200}, author = {Ainsworth, Shaaron and Labeke, Nicolas Van}, biburl = {https://www.bibsonomy.org/bibtex/2b6230c578e23790dbfc65c41122f5696/yish}, interhash = {ebf3348988897a1a1faba7a1fd912b88}, intrahash = {b6230c578e23790dbfc65c41122f5696}, journal = {Learning and Instruction}, keywords = {dynamic representation mathematics graphs IJCEELL multiple temporal narrative}, number = 3, page = {241-255}, timestamp = {2006-09-26T18:35:56.000+0200}, title = {Multiple forms of dynamic representation}, url = {http://www.psychology.nottingham.ac.uk/staff/sea/dynamic_mers.pdf}, volume = 14, year = 2004 }