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Technological advances offer the possibility of using mobile devices toenrich learning environments with multimedia content. Although physicalexperiments play a key role in science learning, little is known aboutintegrating multimedia learning in physical experimental processes, especiallyin real classroom settings. In our approach, students use tablet PCs toinvestigate motions with an application providing multiple representations ofthe measurement data. We present the results of a cluster-randomized controlledtrial (N=262 matched samples) that covered the topic uniform motion. Theresults show that the treatment not only leads to a significant reduction ofextraneous cognitive load (F(1,240)=27.01, p<10-3, ${\eta}$2=0.101,$1-{\beta}$=1.000), but also to greater conceptual knowledge (F(1,259)=10.82,p=0.001, ${\eta}$2=0.048, $1-{\beta}$=0.953). Structure equation modelingstatistically supports the assumption of a causal relationship between thereduction of extraneous cognitive load and the increase in conceptualunderstanding.

Using Mobile Devices to Augment Inquiry-Based Learning Processes with Multiple Representations