Empirical studies such as one with the SIMQUEST environment (van der Meij and de Jong 2006) found that simply, linking representations dynamically could not improve learning compared with non-linking.
In a comparative study, simply linking representations dynamically did not lead to improved learning compared to non-linking (van der Meij and de Jong 2006).
Mathematical formulations for these traffic engineering optimization problems for given routing requirements are presented for both the link-path and node-link representations, along with simple illustrations.
Current GUI tools, such as traditional node-link diagrams or file browsers, are an effective means for users to locate information, however one major drawback of common node-link representations is that they do not use screen real estate very efficiently [1, 2].
With dynamically linked representations, actions performed on one representation are automatically shown in all other representations.
Why might we expect that referring to linked representations with gesture is beneficial for students' learning?
An environment using multiple dynamically linked representations can facilitate novices' learning (Kozma and Russell 1997).
This role of linking representations has been noted in previous research (Alibali & Nathan, 2012).
It showed some improvement in the learning only with spatially integrated linked representations.
This may reflect PTs' challenge in linking representations to the underlying ideas or making connections between different representations.
