Supporting Conceptualisations and Learning through Multimodality

Abstract

Having secure conceptualisations of key concepts provides the basis for developing further learning through reasoning, problem solving and collaborative interactions. An experimental study is described in which multimodal presentations integrating speech, visuals and gestures-delivered in various formats by experienced teachers-were used to reveal and establish studentspsila conceptualisations in four science topics. The post-test results were positive, and showed the influence of both student pre-knowledge, and the presenter and format characteristics on comprehension. However student conceptualisations were not adequately exploited in further reasoning and problem solving tasks. From this experience, how such linkages can be developed within an online help system is discussed.