Teaching with concrete and abstract visual representations: Effects on students' problem solving, problem representations, and learning perceptions.
Abstract
In 3 experiments, we examined the effects of using concrete and/or abstract visual problem representa-tions during instruction on students ’ problem-solving practice, near transfer, problem representations, and learning perceptions. In Experiments 1 and 2, novice students learned about electrical circuit analysis
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Concrete and visually immersive learning experiences are more easily understood and retained by learners.
“This aligns with Moreno et al. (2011), who argue that concrete and visually immersive learning experiences are more easily understood and retained by learners.”
From Innovation of Augmented Reality Learning Media Using Assemblr Edu to Improve Science Learning Motivation and Outcomes of Sixth Grade Students (2025) · cites this paper as Moreno et al. (2011)
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References 91 · Cited by 128
- Authors
- Moreno, R., Ozogul, G., & Reisslein, M.
- Affiliations
- University of New Mexico (US)
- ORCID
- Reisslein, Martin
- Venue
- Journal of Educational Psychology
- Published
- 2011
- Volume
- 103
- Issue
- 1
- Pages
- 32-47
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W1969403102
- Cited by
- 128
- References
- 91
- Citations by year
- 2026: 4 · 2025: 2 · 2024: 12 · 2023: 1 · 2022: 11 · 2021: 11 · 2020: 8 · 2019: 7 · 2018: 11 · 2017: 8 · 2016: 16 · 2015: 7 · 2014: 8 · 2013: 14 · 2012: 7
- FWCI
- 12.40
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- National Science Foundation (0648568)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- problem representation, mathematical problem solving, near transfer, perceptions of learning, circuit analysis, mathematics education, novice learners
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