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{
    "pk": 26011,
    "title": "Learning with Concrete and Virtual\nManipulative Models: Are Models Scaffolds or Crutches?",
    "subtitle": null,
    "abstract": "The development of representational competence was investigated by using 3D (concrete\nand virtual) models as feedback in teaching organic chemistry students to translate\nbetween 2D diagrams. In two experiments, students translated between diagrams of\nmolecules and received verbal feedback in one of three intervention conditions: with\nconcrete models, with virtual models, or without models. Learning was measured in\nthree posttests (with models, without models, and after a 7-day delay). Virtual models\nhad either low (Study 1) or high (Study 2) congruence between actions performed with\nthe input device and resulting movements of the virtual model. In terms of learning\noutcomes, model-based feedback was superior to verbal-feedback alone, models\nfunctioned as a scaffold rather than as a crutch, and learning with model-based feedback\nwas resilient over a 7-day delay. Finally, concrete and virtual models were equivalent in\npromoting learning, and action congruence did not affect learning.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [],
    "section": "Member Abstracts",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/0rq655zz",
    "frozenauthors": [
        {
            "first_name": "Andrew",
            "middle_name": "T",
            "last_name": "Stull",
            "name_suffix": "",
            "institution": "University of California, Santa Barbara",
            "department": ""
        },
        {
            "first_name": "Mary",
            "middle_name": "",
            "last_name": "Hegarty",
            "name_suffix": "",
            "institution": "University of California, Santa Barbara",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T10:00:00-08:00",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26011/galley/15635/download/"
        }
    ]
}