We discuss n-coding, a theoretical model of multiple internal mental representations. The n-coding construct is developed from a review of cognitive and imaging data that demonstrates the independence of information processed along different modalities such as verbal, visual, kinesthetic, logico-mathematic, and social modalities. A study testing the effectiveness of the n-coding construct in classrooms is presented. Four sections differing in the level of n-coding opportunities were compared. Besides a traditional-instruction section used as a control group, each of the remaining three sections were given context-rich problems, which differed by the level of n-coding opportunities designed into their laboratory environment. To measure the effectiveness of the construct, problem-solving skills were assessed as conceptual learning using the force concept inventory. We also developed several new measures that take students' confidence in concepts into account. Our results show that the n-coding construct is useful in designing context-rich environments and can be used to increase learning gains in problem solving, conceptual knowledge, and concept confidence. Specifically, when using props in designing context-rich problems, we find n-coding to be a useful construct in guiding which additional dimensions-need to be attended to. (C) 2007 American Association of Physics Teachers.
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