International Journal of
Information and Education Technology

Abstract—The representations of learning objects are the essential objects for individual reasoning and cognizing during teaching and learning processes on web-based educational system. The different representations of the concepts will maintain different knowledge structures and algorithms to show specific directions for information recognition and acquisition. This paper will focus on the relationships between different types of concept representations and individuals’ learning styles. We argue whether the learning styles may help learning performances within three types of concept representations. And we pay attention to the representation types of learning objects will alleviate cognitive load or embedded cognition adaptively to enhance learning performance. Participants were 88 junior high school students (grade 7, 12~15 years old, 44 males, 44 females) with different achievement and ambition of individual learners.

Index Terms—Learning style, cognitive load, adaptive learning.

Hsiu-Ju Chang is with National Chengchi University, Taiwan (e-mail: changhsiuju@gmail.com).

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Cite: Hsiu-Ju Chang, "Beyond the Representation: Cognition in Manipulative Learning Objects within Learning Simple Equations," International Journal of Information and Education Technology vol. 5, no. 11, pp. 855-859, 2015.