Editing Multiple Representation Principle

==Overview==
Multiple representation is a type of supportive learning methodology that learners use multiple forms of information contained in the context to learn. According to Ainsworth(2014), “learners exploit differences in computational properties or information by switching between representations and selecting the appropriate representation for the task at hand”. 

==Evidence==
Therefore, there are some critical benefits of multiple representation learning. First, it is an effective way to help learners to memorize the learning materials. To memorize content, learners need inputs from multiple resources so that learners could be more stimulated. In other words, the exposure effects will be more intensive to learners. For example, if a 3-year-old child is learning the word “apple”, it would be more effective to let the kid watch what an apple is and repeat the word. Second, it is a solid way to make learners understand the learning content. The content of math can be very abstract. For example, when learning Pythagoras theorem, students would feel extremely hard if they learn it without diagrams. Diagram is a very direct representation of Pythagoras theorem. Multiple representation principle is an effective way to motivate learners to use multiple sensory systems to reinforce their learning experiences.

== Design Implications ==
Based on the discussion of the features and benefits of multiple representation principle, there are a lot of applicable situations. Ainsworth(2014) argues “the use of a complex multi-representational simulation to help learners develop their understanding of moments”. Learning could be a dynamic process. For example, in a situational learning environment, if learners are learning how to ask for directions in a foreign language, they will learn during the interaction process. In this case, learners will be stimulated to learn by interacting with other students and using the map handouts to simulate the situation. The process is dynamic and learners are acquiring the target language in every moment. The multiple representation principle will ask the teachers to prepare necessary situational props to complete the tasks at hand.

== Challenges or Alternative Theories ==
Although multiple representation can be an effective learning method, it may also generate negative effects on learners. First, information can be redundant if the elements of multiple representation are too many.  Ainsworth(2014) points out that “students with weaker underlying knowledge did not always benefit from the constraining opportunities the representations provided”. Students may get confused or distracted from multiple information resources. The proficiency of students varies. Therefore, when designing the course content, teachers need to consider the capacity of learners instead of cramming all the materials into the class. Second, Ainsworth (2014) finds that “learners develop a deeper understanding of a domain when they do not simply interpret multiple representations but construct them for themselves”. This argument provides new thoughts about how to modify the multiple representation principle. Compared with letting learners interpret the information, it is more significant to let learners construct the multiple representational information.

== Reference ==
Ainsworth, S. (2014). The multiple representation principle in multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (2nd ed., pp. 464–486). Cambridge: Cambridge University Press.