dorsal/arxiv
View SchemaThe effect of multiple internal representations on context rich instruction
| Authors | Nathaniel Lasry, Mark W. Aulls |
|---|---|
| Categories | |
| ArXiv ID | physics/0605148 |
| URL | https://arxiv.org/abs/physics/0605148 |
| DOI | 10.1119/1.2785190 |
Abstract
This paper presents n-coding, a theoretical model of multiple internal mental representations. The n-coding construct is developed from a review of cognitive and imaging studies suggesting the independence of information processing along different modalities: verbal, visual, kinesthetic, social, etc. A study testing the effectiveness of the n-coding construct in an algebra-based mechanics course is presented. Four sections differing in the level of n-coding opportunities were compared. Besides a traditional instruction section used as a control group, each of the remaining three treatment sections were given context rich problems following the 'cooperative group problem solving' approach which differed by the level of n-coding opportunities designed into their laboratory environment. To measure the effectiveness of the construct, problem solving skills were assessed as was conceptual learning using the Force Concept Inventory. However, a number of new measures taking into account students' confidence in concepts were developed to complete the picture of student learning. Results suggest that using the developed n-coding construct to design context rich environments can generate learning gains in problem solving, conceptual knowledge and concept-confidence.
{
"annotation_id": "105b9b99-80d1-449d-82e3-091f03ceb87b",
"date_created": "2026-03-02T18:01:07.216000Z",
"date_modified": "2026-03-02T18:01:07.216000Z",
"file_hash": "418718fdfa49659ad75a33f69b21e4a0795a2e56b0e6352ac4991e96d0d7235e",
"private": false,
"record": {
"abstract": "This paper presents n-coding, a theoretical model of multiple internal mental\nrepresentations. The n-coding construct is developed from a review of cognitive\nand imaging studies suggesting the independence of information processing along\ndifferent modalities: verbal, visual, kinesthetic, social, etc. A study testing\nthe effectiveness of the n-coding construct in an algebra-based mechanics\ncourse is presented. Four sections differing in the level of n-coding\nopportunities were compared. Besides a traditional instruction section used as\na control group, each of the remaining three treatment sections were given\ncontext rich problems following the \u0027cooperative group problem solving\u0027\napproach which differed by the level of n-coding opportunities designed into\ntheir laboratory environment. To measure the effectiveness of the construct,\nproblem solving skills were assessed as was conceptual learning using the Force\nConcept Inventory. However, a number of new measures taking into account\nstudents\u0027 confidence in concepts were developed to complete the picture of\nstudent learning. Results suggest that using the developed n-coding construct\nto design context rich environments can generate learning gains in problem\nsolving, conceptual knowledge and concept-confidence.",
"arxiv_id": "physics/0605148",
"authors": [
"Nathaniel Lasry",
"Mark W. Aulls"
],
"categories": [
"physics.ed-ph",
"physics.gen-ph"
],
"doi": "10.1119/1.2785190",
"title": "The effect of multiple internal representations on context rich instruction",
"url": "https://arxiv.org/abs/physics/0605148"
},
"schema_id": "dorsal/arxiv",
"source": {
"execution_id": "faaed490-7cdc-4a58-8cf5-3c3b1306954b",
"id": "arXiv Dataset IDs",
"type": "Model",
"variant": "snapshot-2026-03-01",
"version": "0.1.0"
},
"user_id": 1000002
}