Open Learning Initiative

Davenport, J., Yaron, D., Klahr, D., Koedinger, K. (2008). When do diagrams enhance learning? A framework for designing relevant representations. International Conference of the Learning Sciences, 2008.

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Abstract

Although many studies demonstrate large learning gains when instruction includes diagrams, diagrams do not always lead to improved outcomes. How can instructional designers know whether a given diagram will enhance learning?

We have developed a framework of three factors that influence the effectiveness of a diagram in a particular learning situation: the learning objective, the design of the visual representation and the cognitive processing of the learner. In a randomized-design study conducted in a college chemistry class, we found that instruction that included diagrams created with this framework led to enhanced performance on open-ended transfer items compared to traditional instruction, particularly for low-performing students. We propose that a concept-based cognitive theory of multimedia learning that includes a conceptual working memory component may explain why the efficacy of diagrams depends heavily on the prior knowledge of the learner as well as the conceptual information available in the representation.