DeFT: A conceptual framework for considering learning with multiple representations

Ainsworth, Shaaron

Abstract

Multiple (external) representations can provide unique benefits when people are learning complex new ideas. Unfortunately, many studies have shown this promise is not always achieved. The DeFT (Design, Functions, Tasks) framework for learning with multiple representations integrates research on learning, the cognitive science of representation and constructivist theories of education. It proposes that the effectiveness of multiple representations can best be understood by considering three fundamental aspects of learning: the design parameters that are unique to learning with multiple representations; the functions that multiple representations serve in supporting learning and the cognitive tasks that must be undertaken by a learner interacting with multiple representations. The utility of this framework is proposed to be in identifying a broad range of factors that influence learning, reconciling inconsistent experimental findings, revealing under-explored areas of multi-representational research and pointing forward to potential design heuristics for learning with multiple representations. © 2006 Elsevier Ltd. All rights reserved.

Citation

Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183-198. https://doi.org/10.1016/j.learninstruc.2006.03.001

• Journal Article Type: Article
• Online Publication Date: May 11, 2006
• Publication Date: Jun 1, 2006
• Deposit Date: Aug 5, 2024
• Journal: Learning and Instruction
• Print ISSN: 0959-4752
• Electronic ISSN: 1873-3263
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 16
• Issue: 3
• Pages: 183-198
• DOI: https://doi.org/10.1016/j.learninstruc.2006.03.001
• Public URL: https://nottingham-repository.worktribe.com/output/23577631
• Publisher URL: https://www.sciencedirect.com/science/article/pii/S0959475206000259?via%3Dihub