Technological advances offer the possibility of using mobile devices to enrich learning environments with multimedia content. Although physical experiments play a key role in science learning, little is known about integrating multimedia learning in physical experimental processes, especially in realistic classroom settings. In our approach, students use tablets to investigate motion with an application providing multiple representations of the measurement data. We present the results of a cluster-randomized controlled study with high school students (average age = 15.6, N = 286) conducted between 2017 and 2018 in 11 secondary schools in Germany. Conceptual understanding of physics, cognitive load, and assessment of teacher behavior were surveyed. Multilevel regression analysis revealed that this approach leads to a significant reduction of extraneous cognitive load and to greater conceptual knowledge. A confirmatory path analysis revealed that these effects can be traced back to the treatment and are not significantly influenced by teacher behavior.

技术的进步提供了使用移动设备通过多媒体内容丰富学习环境的可能性。尽管物理实验在科学学习中起着关键作用，但对于将多媒体学习集成到物理实验过程中，尤其是在现实的课堂环境中，知之甚少。在我们的方法中，学生使用平板电脑通过提供多种测量数据表示的应用程序来调查运动。我们介绍了一项与高中生（平均年龄= 15.6，N = 286）在2017年至2018年之间在德国的11所中学进行。调查了对物理的概念理解，认知负荷以及对教师行为的评估。多级回归分析显示，这种方法可以显着减少无关的认知负荷并增加概念知识。验证性路径分析显示，这些影响可以追溯到治疗，并且不受教师行为的明显影响。