A Multimodal Framework for Computer Mediated Learning: The Reshaping of Curriculum Knowledge and Learning

The student, Kylie, who is working in the ‘View Particles’ option points at the
representation of the ‘particles’ in a solid on the screen and says:

Kylie: Look. They’re hardly moving

She then reads aloud the question on the work sheet (which she has read
earlier)

‘What liquid can you see in the picture and what could you predict might
happen if you cool it down?’

Okay Lucy, what liquid is that?

Points at the representation of a solid on the screen

These two students opened the screen but they did not interpret what they saw as a
liquid. They moved through the screens until they reached what they considered, due
to colour, texture and shape, to be a visual representation of a liquid, but which is
actually a representation of a solid. Kylie working with the ‘View Particles’ option
comments on the limited movement of the ‘particles’ on the screen, a movement that
she identified correctly as the movement of ‘particles’ in a solid in the earlier
transformation from a ‘solid to a liquid’. In short, the student’s reading of the sign
‘liquid’ realised through image and colour ‘overrides’ their reading of the sign ‘solid’
realised in the mode of movement.

Lucy: It could be ice or it could be water.

Looks at screen at the representation of a solid in ‘Hide Particles’ option
Kylie: That, which looks like water yeah?

Points at screen again at the representation of a solid in ‘View Particles’
option

Lucy: ‘Cos it looks like two beakers and one’s ice and, if you just put a liquid in a
kind of frozen beaker its obviously goin’ to, urn, get cold.

Points at the beakers on the screen

Kylie: So, that’s water?

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