Learning with Multiple Representations and Student Engagement in Secondary Education: A Preliminary Review of Literature

Abstract

Research on learning with multiple representations and the need to develop students' representational competence has increased in recent years. However, studies rarely address instructional approaches to develop students' skills of learning with these resources. It is also the case that the nature of student engagement when they use representations in their learning is rarely examined. We report preliminary findings of a systematic review on the nature of student engagement when using multiple representations. Our analysis resulted in 4 categories of student engagement revealing various levels of learner agency. Results provide insight for research and practice in designing and understanding learning with multiple representations.