The impact of multiple representations on students' understanding of vector field concepts: Implementation of simulations and sketching activities into lecture-based recitations in undergraduate physics.

Multiple external representations (e. g. diagrams, equations) and their interpretations play a central role in science and science learning as research has shown that they can substantially facilitate the learning and understanding of science concepts.

The impact of multiple representations on students' understanding of vector field concepts: Implementation of simulations and sketching activities into lecture-based recitations in undergraduate physics.

Multiple external representations (e.g., diagrams, equations) and their interpretations play a central role in science and science learning as research has shown that they can substantially facilitate the learning and understanding of science concepts.

Augmented Reality for Presenting Real-Time Data During Students' Laboratory Work: Comparing a Head-Mounted Display With a Separate Display.

Multimedia learning theories suggest presenting associated pieces of information in spatial and temporal contiguity. New technologies like Augmented Reality allow for realizing these principles in science laboratory courses by presenting virtual real-time information during hands-on experimentation. Spatial integration can be achieved by pinning virtual representations of measurement data to corresponding real components.

Changes in Students' Understanding of and Visual Attention on Digitally Represented Graphs Across Two Domains in Higher Education: A Postreplication Study.

Domain-specific understanding of digitally represented graphs is necessary for successful learning within and across domains in higher education. Two recent studies conducted a cross-sectional analysis of graph understanding in different contexts (physics and finance), task concepts, and question types among students of physics, psychology, and economics. However, neither changes in graph processing nor changes in test scores over the course of one semester have been sufficiently researched so far.