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How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities

Educational psychology review, 2019-03, Vol.31 (1), p.87-120

2019

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Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning

Educational psychology review, 2017-12, Vol.29 (4), p.717-761

Rau, Martina A.

2017

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Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations

Journal of educational psychology, 2017-04, Vol.109 (3), p.355-373

2017

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Sequencing Support for Sense Making and Perceptual Induction of Connections Among Multiple Visual Representations

Journal of educational psychology, 2018-08, Vol.110 (6), p.811-833

2018

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Comparing Multiple Theories about Learning with Physical and Virtual Representations: Conflicting or Complementary Effects?

Educational psychology review, 2020-06, Vol.32 (2), p.297-325

Rau, Martina A.

2020

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Under Which Conditions Are Physical Versus Virtual Representations Effective? Contrasting Conceptual and Embodied Mechanisms of Learning

Journal of educational psychology, 2021-11, Vol.113 (8), p.1565-1586

2021

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Successful Learning With Multiple Graphical Representations and Self-Explanation Prompts

Journal of educational psychology, 2015-02, Vol.107 (1), p.30-46

2015

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Making connections among multiple visual representations: how do sense-making skills and perceptual fluency relate to learning of chemistry knowledge?

Instructional science, 2018-04, Vol.46 (2), p.209-243

Rau, Martina A.

2018

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Exploring the Effects of Gesture-Based Collaboration on Students' Benefit From a Perceptual Training

Journal of educational psychology, 2023-02, Vol.115 (2), p.267-289

2023

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Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave?

Learning and instruction, 2013-02, Vol.23 (23), p.98-114

2013

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Cognitive Task Analysis for Implicit Knowledge About Visual Representations With Similarity Learning Methods

Cognitive science, 2019-09, Vol.43 (9), p.e12744-n/a

2019

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Unpacking “Active Learning”: A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not

Journal of chemical education, 2017-10, Vol.94 (10), p.1406-1414

2017

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Connection making between multiple graphical representations: A multi-methods approach for domain-specific grounding of an intelligent tutoring system for chemistry

Computers and education, 2015-03, Vol.82, p.460-485

2015

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Making connections among multiple graphical representations of fractions: sense-making competencies enhance perceptual fluency, but not vice versa

Instructional science, 2017-06, Vol.45 (3), p.331-357

2017

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Conceptual Challenges Exhibited by Naı̈ve Undergraduate Students in the Context of Atomic Orbital Energy Diagrams

Journal of chemical education, 2022-08, Vol.99 (8), p.2777-2786

2022

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Adaptive support for representational competencies during technology-based problem solving in chemistry

The Journal of the learning sciences, 2021-03, Vol.30 (2), p.163-203

2021

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Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations

Learning and instruction, 2018-06, Vol.55, p.93-104

2018

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Teaching advanced surgical anatomy with visual representations: comparing perceptual fluency and sense making

Instructional science, 2023-08, Vol.51 (4), p.661-686

2023

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Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations

Chemistry Education Research and Practice, 2015-07, Vol.16 (3), p.654-669

Rau, Martina A

2015

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The role of representational competencies for students’ learning from an educational video game for astronomy

Frontiers in education (Lausanne), 2022-11, Vol.7

2022

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How instructors frame students' interactions with educational technologies can enhance or reduce learning with multiple representations

Computers and education, 2019-01, Vol.128, p.199-213

2019

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How drawing prompts can increase cognitive engagement in an active learning engineering course

Journal of engineering education (Washington, D.C.), 2020-10, Vol.109 (4), p.723-742

2020

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How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions

ZDM, 2017-08, Vol.49 (4), p.531-544

2017

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Combining Instructional Activities for Sense-Making Processes and Perceptual-Induction Processes Involved in Connection-Making Among Multiple Visual Representations

Cognition and instruction, 2018-10, Vol.36 (4), p.361-395

2018

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How do Students Learn to See Concepts in Visualizations? Social Learning Mechanisms with Physical and Virtual Representations

Journal of Learning Analytics, 2017-07, Vol.4 (2), p.240

Rau, Martina A.

2017

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How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities

Conditions for the Effectiveness of Multiple Visual Representations in Enhancing STEM Learning

Supporting Students in Making Sense of Connections and in Becoming Perceptually Fluent in Making Connections Among Multiple Graphical Representations

Sequencing Support for Sense Making and Perceptual Induction of Connections Among Multiple Visual Representations

Comparing Multiple Theories about Learning with Physical and Virtual Representations: Conflicting or Complementary Effects?

Under Which Conditions Are Physical Versus Virtual Representations Effective? Contrasting Conceptual and Embodied Mechanisms of Learning

Successful Learning With Multiple Graphical Representations and Self-Explanation Prompts

Making connections among multiple visual representations: how do sense-making skills and perceptual fluency relate to learning of chemistry knowledge?

Exploring the Effects of Gesture-Based Collaboration on Students' Benefit From a Perceptual Training

Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave?

Cognitive Task Analysis for Implicit Knowledge About Visual Representations With Similarity Learning Methods

Unpacking “Active Learning”: A Combination of Flipped Classroom and Collaboration Support Is More Effective but Collaboration Support Alone Is Not

Connection making between multiple graphical representations: A multi-methods approach for domain-specific grounding of an intelligent tutoring system for chemistry

Making connections among multiple graphical representations of fractions: sense-making competencies enhance perceptual fluency, but not vice versa

Conceptual Challenges Exhibited by Naı̈ve Undergraduate Students in the Context of Atomic Orbital Energy Diagrams

Adaptive support for representational competencies during technology-based problem solving in chemistry

Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations

Teaching advanced surgical anatomy with visual representations: comparing perceptual fluency and sense making

Enhancing undergraduate chemistry learning by helping students make connections among multiple graphical representations

The role of representational competencies for students’ learning from an educational video game for astronomy

How instructors frame students' interactions with educational technologies can enhance or reduce learning with multiple representations

How drawing prompts can increase cognitive engagement in an active learning engineering course

How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions

Combining Instructional Activities for Sense-Making Processes and Perceptual-Induction Processes Involved in Connection-Making Among Multiple Visual Representations

How do Students Learn to See Concepts in Visualizations? Social Learning Mechanisms with Physical and Virtual Representations

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