Abstract—The representations of learning objects are the
essential objects for individual reasoning and cognizing during
teaching and learning processes on web-based educational
system. The different representations of the concepts will
maintain different knowledge structures and algorithms to
show specific directions for information recognition and
acquisition. This paper will focus on the relationships between
different types of concept representations and individuals’
learning styles. We argue whether the learning styles may help
learning performances within three types of concept
representations. And we pay attention to the representation
types of learning objects will alleviate cognitive load or
embedded cognition adaptively to enhance learning
performance. Participants were 88 junior high school students
(grade 7, 12~15 years old, 44 males, 44 females) with different
achievement and ambition of individual learners.
Index Terms—Learning style, cognitive load, adaptive learning.
Hsiu-Ju Chang is with National Chengchi University, Taiwan (e-mail: firstname.lastname@example.org).
Cite: Hsiu-Ju Chang, "Beyond the Representation: Cognition in Manipulative Learning Objects within Learning Simple Equations," International Journal of Information and Education Technology vol. 5, no. 11, pp. 855-859, 2015.