Multiple external representations for executive functions: a systematic mapping study
##plugins.pubIds.doi.readerDisplayName##
https://doi.org/10.5753/sbie.2022.224711
Resumen
The use of multiple external representations (MER) in the empowerment of executive functions (EF) was identified and characterized through a systematic mapping. EF are part of the human learning triad, contributing to the development of complex executive skills. Learners may have difficulty developing EF, and can benefit from MER. Data from 18 articles were extracted. Most MER systems used two external representations, verbal-textual and visual-graphical, through desktop applications. In relation to EF, the most considered component was working memory. We identified the need for further research that considers the effects of MERs on cognitive flexibility and inhibition, and the impact of mobile devices to the exhibition of MERs.
Palabras clave:
cognitive flexibility, inhibition, working memory, multiple external representations
Citas
Ainsworth, S. (2006). Deft: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198. Doi: https://doi.org/10.1016/j.learninstruc.2006.03.001
Ampatzoglou, A., Bibi, S., Avgeriou, P., Verbeek, M., & Chatzigeorgiou, A. (2019). Identifying, categorizing and mitigating threats to validity in software engineering secondary studies. Information and Software Technology, 106, 201-230. Doi: https://doi.org/10.1016/j.infsof.2018.10.006
Archambeau, K., & Gevers, W. (2018). (how) are executive functions actually related to arithmetic abilities? In A. Henik & W. Fias (Eds.), Heterogeneity of function in numerical cognition (pp. 337–357). Academic Press. Doi: https://doi.org/10.1016/B978-0-12-811529-9.00016-9
Basili, V. R., & Rombach, H. D. (1988). The tame project: Towards improvement-oriented software environments. IEEE Transactions on software engineering, 14(6), 758–773.
Begolli, K. N., Richland, L. E., Jaeggi, S. M., Lyons, E. M., Klostermann, E. C., & Matlen, B. J. (2018). Executive function in learning mathematics by comparison: incorporating everyday classrooms into the science of learning. Thinking & Reasoning, 24(2), 280–313. Doi: 10.1080/13546783.2018.1429306
Blanchard, J., Gardner-McCune, C., & Anthony, L. (2020). Dual-modality instruction and learning: A case study in cs1. In Proceedings of the 51st acm technical symposium on computer science education (p. 818-–824). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3328778.3366865
Bodemer, D., & Faust, U. (2006). External and mental referencing of multiple representations. Computers in Human Behavior, 22(1), 27–42. (Instructional Design for Effective and Enjoyable Computer-Supported Learning) Doi: https://doi.org/10.1016/j.chb.2005.01.005
Carlson, R. A., Khoo, B. H., Yaure, R. G., & Schneider, W. (1990). Acquisition of a problem-solving skill: Levels of organization and use of working memory. Journal of Experimental Psychology: General, 119(2), 193–214.
Clark, J. M., & Paivio, A. (1991, September). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. Doi: 10.1007/bf01320076
Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073–1091. Doi: https://doi.org/10.1002/sce.20164
Corso, H. V., Sperb, T. M., de Jou, G. I., & Salles, J. F. (2013, March). Metacognição e funções executivas: relações entre os conceitos e implicações para a aprendizagem. Psicologia: Teoria e Pesquisa, 29(1), 21–29. Doi: 10.1590/s0102-37722013000100004
Coste, C., Agar, N., Petitfour, E., Quinette, P., Guillery-Girard, B., Azouvi, P., & Piolino, P. (2011). Exploring the roles of the executive and short-term feature-binding functions in retrieval of retrograde autobiographical memories in severe traumatic brain injury. Cortex, 47(7), 771–786. Doi: https://doi.org/10.1016/j.cortex.2010.07.004
Davis, R. L., Orta Martinez, M., Schneider, O., MacLean, K. E., Okamura, A. M., & Blikstein, P. (2017). The haptic bridge: Towards a theory for haptic-supported learning. In Proceedings of the 2017 conference on interaction design and children(p. 51-–60). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3078072.3079755
de Vries, E. (2012). Learning with external representations. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2016–2019). Boston: Springer. Doi: 10.1007/978-1-4419-1428-6_675
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. Doi: 10.1146/annurev-psych-113011-143750
Fan, M., Antle, A. N., & Cramer, E. S. (2016). Design rationale: Opportunities and recommendations for tangible reading systems for children. In Proceedings of the the 15th international conference on interaction design and children (p. 101—112). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/2930674.2930690
Fitó, A. S. (2012). Por que é tão difı́cil aprender?: o que são e como lidar com os transtornos de aprendizagem. São Paulo: Paulinas.
Fonseca, V. d. (2014, 00). Papel das funções cognitivas, conativas e executivas na aprendizagem: uma abordagem neuropsicopedagógica. Revista Psicopedagogia, 31, 236–253. Retrieved from [link]
Giordani, P., Cipriani, E., Fabiano, S., Moroni, C., Ravazzani, S., Di Renzo, M. R., & Mormino, S. (2012). Multimedia educational pills (meps) for corporate training: Methodology and cases. In 2012 ieee 12th international conference on advanced learning technologies (pp. 427–429). Doi: 10.1109/ICALT.2012.141
Hansen, J., & Richland, L. E. (2020). Teaching and learning science through multiple representations: Intuitions and executive functions. CBE—Life Sciences Education, 19(4), 1–15. (PMID: 33259277) Doi: 10.1187/cbe.19-11-0253
Hoskyn, M., Iarocci, G., & Young, A. (2017). Executive functions in children’s everyday lives: A handbook for professionals in applied psychology. Oxford University Press. Retrieved from [link]
Hsu, Y.-S., & Wu, H.-K. (2015, August). Development and evaluation of technology-infused learning environments in taiwan. In Science education research and practices in taiwan (pp. 211–232). Springer Singapore. Doi: 10.1007/978-981-287-472-6_11
Huff, M., Bauhoff, V., & Schwan, S. (2010). A closer look at the split attention effect: Integrated presentation formats for troubleshooting tasks. In Proceedings of the 9th international conference of the learning sciences - volume 1 (p. 174—181). International Society of the Learning Sciences.
Husted, S., Ramirez-Corona, N., Lopez-Malo, A., & Palou, E. (2014). A creative experience for chemical, food, and environmental engineering students in a material balances course. In Asee annual conference and exposition, conference proceedings (pp. 24.40.1–20.40.14). Indianapolis, IN, United states. Doi: 10.18260/1-2--19932
Kitchenham, B. A., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering (Tech. Rep. No. 2.3). Keele and Durham: Software Engineering Group, EBSE Technical Report, Keele University and Department of Computer Science University of Durham.
Krause, K. K. G. (2020, 5). Jogos digitais e funções executivas: funções executivas (2nd ed.) [Computer software manual]. Joinville. (Produto Educacional)
Malone, S., Altmeyer, K., Vogel, M., & Brünken, R. (2020). Homogeneous and heterogeneous multiple representations in equation-solving problems: An eye-tracking study. Journal of Computer Assisted Learning, 36(6), 781–798.
McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia Medica, 276–282. Doi: 10.11613/bm.2012.031
Meltzer, L., & Krishnan, K. (2007). Executive functions difficulties and learning disabilities: undestandings and misunderstandings. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 77–105). New York: Guilford Press.
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8–14. (PMID: 22773897) Doi: 10.1177/0963721411429458
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. Doi: https://doi.org/10.1006/cogp.1999.0734
Moritz, J. (2019). The influence of representation control on task performance and learning (Doctoral dissertation, Eberhard Karls Universität Tübingen, Tübingen). Doi: 10.15496/publikation-35237
Neuwirth, C. M., & Kaufer, D. S. (1989). The role of external representation in the writing process: Implications for the design of hypertext-based writing tools. In Proceedings of the second annual acm conference on hypertext (p. 319–341). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/74224.74250
Pande, P. (2020). Learning and expertise with scientific external representations: an embodied and extended cognition model. Phenomenology and the Cognitive Sciences, 1–20.
Pande, P., & Chandrasekharan, S. (2014). Integration of multiple external representations in chemistry: A requirements gathering study. In Proceedings of the 22nd international conference on computers in education (pp. 732–737). Nara, Japan.
Pande, P., & Chandrasekharan, S. (2017). Representational competence: towards a distributed and embodied cognition account. Studies in Science Education, 53(1), 1–43. Doi: 10.1080/03057267.2017.1248627
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19(2), 221–243. Doi: https://doi.org/10.1016/S0747-5632(02)00015-8
Prain, V., & Waldrip, B. (2006). An exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science. International Journal of Science Education, 28(15), 1843–1866. Doi: 10.1080/09500690600718294
Renkl, A., & Scheiter, K. (2017). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29(3), 599–621.
Robinson, D. H. (2002). Spatial text adjuncts and learning: An introduction to the special issue. Educational Psychology Review, 14(1), 1–3. Doi: 10.1023/a:1013135325190
Schank, P., & Hamel, L. (2004). Collaborative modeling: Hiding uml and promotingdata examples in nemo. In Proceedings of the 2004 acm conference on computer supported cooperative work (p. 574—577). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/1031607.1031704
Shakouri, M., & Hashemi-Razini, H. (2019). Is there any difference in executive function and social adequacy between the children with dyslexia or dyscalculia disorder? Chronic Diseases Journal, 7(3), 214–218. Retrieved from http://78.39.227.18/index.php/cdj/article/view/456
Tomlinson, B. J., Walker, B. N., & Moore, E. B. (2020). Auditory display in interactive science simulations: Description and sonification support interaction and enhance opportunities for learning. In Proceedings of the 2020 CHI conference on human factors in computing systems (pp. 1–12). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3313831.3376886
Tytler, R., Prain, V., & Peterson, S. (2007). Representational issues in students learning about evaporation. Research in Science Education, 37(3), 313–331.
Vainio, T., Hakkarainen, K., & Levonen, J. (2005). Visualizing complex medical phenomena for medical students. In Chi ’05 extended abstracts on human factors in computing systems (p. 1857–1860). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/1056808.1057040
Vieira, C., Magana, A. J., Falk, M. L., & Garcia, R. E. (2017, August). Writing incode comments to self-explain in computational science and engineering education. ACM Trans. Comput. Educ., 17(4). Doi: 10.1145/3058751
Wu, H.-K., Lin, Y.-F., & Hsu, Y.-S. (2012, May). Effects of representation sequences and spatial ability on students’ scientific understandings about the mechanism of breathing. Instructional Science, 41(3), 555–573. Doi: 10.1007/s11251-012-9244-3
Wu, H.-K., & Puntambekar, S. (2012). Pedagogical affordances of multiple external representations in scientific processes. Journal of Science Education and Technology, 21(6), 754–767.
Ampatzoglou, A., Bibi, S., Avgeriou, P., Verbeek, M., & Chatzigeorgiou, A. (2019). Identifying, categorizing and mitigating threats to validity in software engineering secondary studies. Information and Software Technology, 106, 201-230. Doi: https://doi.org/10.1016/j.infsof.2018.10.006
Archambeau, K., & Gevers, W. (2018). (how) are executive functions actually related to arithmetic abilities? In A. Henik & W. Fias (Eds.), Heterogeneity of function in numerical cognition (pp. 337–357). Academic Press. Doi: https://doi.org/10.1016/B978-0-12-811529-9.00016-9
Basili, V. R., & Rombach, H. D. (1988). The tame project: Towards improvement-oriented software environments. IEEE Transactions on software engineering, 14(6), 758–773.
Begolli, K. N., Richland, L. E., Jaeggi, S. M., Lyons, E. M., Klostermann, E. C., & Matlen, B. J. (2018). Executive function in learning mathematics by comparison: incorporating everyday classrooms into the science of learning. Thinking & Reasoning, 24(2), 280–313. Doi: 10.1080/13546783.2018.1429306
Blanchard, J., Gardner-McCune, C., & Anthony, L. (2020). Dual-modality instruction and learning: A case study in cs1. In Proceedings of the 51st acm technical symposium on computer science education (p. 818-–824). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3328778.3366865
Bodemer, D., & Faust, U. (2006). External and mental referencing of multiple representations. Computers in Human Behavior, 22(1), 27–42. (Instructional Design for Effective and Enjoyable Computer-Supported Learning) Doi: https://doi.org/10.1016/j.chb.2005.01.005
Carlson, R. A., Khoo, B. H., Yaure, R. G., & Schneider, W. (1990). Acquisition of a problem-solving skill: Levels of organization and use of working memory. Journal of Experimental Psychology: General, 119(2), 193–214.
Clark, J. M., & Paivio, A. (1991, September). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. Doi: 10.1007/bf01320076
Cook, M. P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90(6), 1073–1091. Doi: https://doi.org/10.1002/sce.20164
Corso, H. V., Sperb, T. M., de Jou, G. I., & Salles, J. F. (2013, March). Metacognição e funções executivas: relações entre os conceitos e implicações para a aprendizagem. Psicologia: Teoria e Pesquisa, 29(1), 21–29. Doi: 10.1590/s0102-37722013000100004
Coste, C., Agar, N., Petitfour, E., Quinette, P., Guillery-Girard, B., Azouvi, P., & Piolino, P. (2011). Exploring the roles of the executive and short-term feature-binding functions in retrieval of retrograde autobiographical memories in severe traumatic brain injury. Cortex, 47(7), 771–786. Doi: https://doi.org/10.1016/j.cortex.2010.07.004
Davis, R. L., Orta Martinez, M., Schneider, O., MacLean, K. E., Okamura, A. M., & Blikstein, P. (2017). The haptic bridge: Towards a theory for haptic-supported learning. In Proceedings of the 2017 conference on interaction design and children(p. 51-–60). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3078072.3079755
de Vries, E. (2012). Learning with external representations. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2016–2019). Boston: Springer. Doi: 10.1007/978-1-4419-1428-6_675
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168. Doi: 10.1146/annurev-psych-113011-143750
Fan, M., Antle, A. N., & Cramer, E. S. (2016). Design rationale: Opportunities and recommendations for tangible reading systems for children. In Proceedings of the the 15th international conference on interaction design and children (p. 101—112). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/2930674.2930690
Fitó, A. S. (2012). Por que é tão difı́cil aprender?: o que são e como lidar com os transtornos de aprendizagem. São Paulo: Paulinas.
Fonseca, V. d. (2014, 00). Papel das funções cognitivas, conativas e executivas na aprendizagem: uma abordagem neuropsicopedagógica. Revista Psicopedagogia, 31, 236–253. Retrieved from [link]
Giordani, P., Cipriani, E., Fabiano, S., Moroni, C., Ravazzani, S., Di Renzo, M. R., & Mormino, S. (2012). Multimedia educational pills (meps) for corporate training: Methodology and cases. In 2012 ieee 12th international conference on advanced learning technologies (pp. 427–429). Doi: 10.1109/ICALT.2012.141
Hansen, J., & Richland, L. E. (2020). Teaching and learning science through multiple representations: Intuitions and executive functions. CBE—Life Sciences Education, 19(4), 1–15. (PMID: 33259277) Doi: 10.1187/cbe.19-11-0253
Hoskyn, M., Iarocci, G., & Young, A. (2017). Executive functions in children’s everyday lives: A handbook for professionals in applied psychology. Oxford University Press. Retrieved from [link]
Hsu, Y.-S., & Wu, H.-K. (2015, August). Development and evaluation of technology-infused learning environments in taiwan. In Science education research and practices in taiwan (pp. 211–232). Springer Singapore. Doi: 10.1007/978-981-287-472-6_11
Huff, M., Bauhoff, V., & Schwan, S. (2010). A closer look at the split attention effect: Integrated presentation formats for troubleshooting tasks. In Proceedings of the 9th international conference of the learning sciences - volume 1 (p. 174—181). International Society of the Learning Sciences.
Husted, S., Ramirez-Corona, N., Lopez-Malo, A., & Palou, E. (2014). A creative experience for chemical, food, and environmental engineering students in a material balances course. In Asee annual conference and exposition, conference proceedings (pp. 24.40.1–20.40.14). Indianapolis, IN, United states. Doi: 10.18260/1-2--19932
Kitchenham, B. A., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering (Tech. Rep. No. 2.3). Keele and Durham: Software Engineering Group, EBSE Technical Report, Keele University and Department of Computer Science University of Durham.
Krause, K. K. G. (2020, 5). Jogos digitais e funções executivas: funções executivas (2nd ed.) [Computer software manual]. Joinville. (Produto Educacional)
Malone, S., Altmeyer, K., Vogel, M., & Brünken, R. (2020). Homogeneous and heterogeneous multiple representations in equation-solving problems: An eye-tracking study. Journal of Computer Assisted Learning, 36(6), 781–798.
McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia Medica, 276–282. Doi: 10.11613/bm.2012.031
Meltzer, L., & Krishnan, K. (2007). Executive functions difficulties and learning disabilities: undestandings and misunderstandings. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 77–105). New York: Guilford Press.
Miyake, A., & Friedman, N. P. (2012). The nature and organization of individual differences in executive functions: Four general conclusions. Current Directions in Psychological Science, 21(1), 8–14. (PMID: 22773897) Doi: 10.1177/0963721411429458
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49–100. Doi: https://doi.org/10.1006/cogp.1999.0734
Moritz, J. (2019). The influence of representation control on task performance and learning (Doctoral dissertation, Eberhard Karls Universität Tübingen, Tübingen). Doi: 10.15496/publikation-35237
Neuwirth, C. M., & Kaufer, D. S. (1989). The role of external representation in the writing process: Implications for the design of hypertext-based writing tools. In Proceedings of the second annual acm conference on hypertext (p. 319–341). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/74224.74250
Pande, P. (2020). Learning and expertise with scientific external representations: an embodied and extended cognition model. Phenomenology and the Cognitive Sciences, 1–20.
Pande, P., & Chandrasekharan, S. (2014). Integration of multiple external representations in chemistry: A requirements gathering study. In Proceedings of the 22nd international conference on computers in education (pp. 732–737). Nara, Japan.
Pande, P., & Chandrasekharan, S. (2017). Representational competence: towards a distributed and embodied cognition account. Studies in Science Education, 53(1), 1–43. Doi: 10.1080/03057267.2017.1248627
Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19(2), 221–243. Doi: https://doi.org/10.1016/S0747-5632(02)00015-8
Prain, V., & Waldrip, B. (2006). An exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science. International Journal of Science Education, 28(15), 1843–1866. Doi: 10.1080/09500690600718294
Renkl, A., & Scheiter, K. (2017). Studying visual displays: How to instructionally support learning. Educational Psychology Review, 29(3), 599–621.
Robinson, D. H. (2002). Spatial text adjuncts and learning: An introduction to the special issue. Educational Psychology Review, 14(1), 1–3. Doi: 10.1023/a:1013135325190
Schank, P., & Hamel, L. (2004). Collaborative modeling: Hiding uml and promotingdata examples in nemo. In Proceedings of the 2004 acm conference on computer supported cooperative work (p. 574—577). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/1031607.1031704
Shakouri, M., & Hashemi-Razini, H. (2019). Is there any difference in executive function and social adequacy between the children with dyslexia or dyscalculia disorder? Chronic Diseases Journal, 7(3), 214–218. Retrieved from http://78.39.227.18/index.php/cdj/article/view/456
Tomlinson, B. J., Walker, B. N., & Moore, E. B. (2020). Auditory display in interactive science simulations: Description and sonification support interaction and enhance opportunities for learning. In Proceedings of the 2020 CHI conference on human factors in computing systems (pp. 1–12). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/3313831.3376886
Tytler, R., Prain, V., & Peterson, S. (2007). Representational issues in students learning about evaporation. Research in Science Education, 37(3), 313–331.
Vainio, T., Hakkarainen, K., & Levonen, J. (2005). Visualizing complex medical phenomena for medical students. In Chi ’05 extended abstracts on human factors in computing systems (p. 1857–1860). New York, NY, USA: Association for Computing Machinery. Doi: 10.1145/1056808.1057040
Vieira, C., Magana, A. J., Falk, M. L., & Garcia, R. E. (2017, August). Writing incode comments to self-explain in computational science and engineering education. ACM Trans. Comput. Educ., 17(4). Doi: 10.1145/3058751
Wu, H.-K., Lin, Y.-F., & Hsu, Y.-S. (2012, May). Effects of representation sequences and spatial ability on students’ scientific understandings about the mechanism of breathing. Instructional Science, 41(3), 555–573. Doi: 10.1007/s11251-012-9244-3
Wu, H.-K., & Puntambekar, S. (2012). Pedagogical affordances of multiple external representations in scientific processes. Journal of Science Education and Technology, 21(6), 754–767.
Publicado
16/11/2022
Cómo citar
SANTIAGO JUNIOR, Robertino M.; DE OLIVEIRA, Leonam C.; PIMENTEL, Andrey R..
Multiple external representations for executive functions: a systematic mapping study. In: ACTAS DEL SIMPOSIO BRASILEÑO SOBRE INFORMÁTICA EN EDUCACIÓN (SBIE), 33. , 2022, Manaus.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2022
.
p. 634-647.
DOI: https://doi.org/10.5753/sbie.2022.224711.
