Skip to main content
Springer Nature Link
Log in

How Diagram Interaction Supports Learning: Evidence from Think Alouds during Intelligent Tutoring

  • Conference paper
Diagrammatic Representation and Inference (Diagrams 2010)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 6170))

Included in the following conference series:

Abstract

The goal of this research was to explore the impact of diagram interaction on students’ cognitive processes during learning. Using a think-aloud protocol, students’ processes were studied as they practiced problem solving with an intelligent tutoring system containing diagrams that were either static or interactive. Diagram interaction resulted in better transfer performance, prompted deeper cognitive processing, and reduced students’ reliance on shallow problem-solving processes.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Dwyer, F.M.: The effectiveness of visual illustrations used to complement programmed instruction. Journal of Psychology 70, 157–162 (1968)

    Article  Google Scholar 

  2. Butcher, K.R., Aleven, V.: Integrating visual and verbal knowledge during classroom learning with computer tutors. In: McNamara, D.S., Trafton, J.G. (eds.) Proceedings of the 29th Annual Cognitive Science Society, pp. 137–142. Cognitive Science Society, Austin (2007)

    Google Scholar 

  3. Butcher, K.R., Aleven, V.: Diagram interaction during intelligent tutoring in geometry: Support for knowledge retention and deep understanding. In: Love, B.C., McRae, K., Sloutsky, V.M. (eds.) Proceedings of the 30th Annual Conference of the Cognitive Science Society, pp. 1736–1741. Cognitive Science Society, Austin (2008)

    Google Scholar 

  4. Tarmizi, R.A., Sweller, J.: Guidance during mathematical problem solving. Journal of Educational Psychology 80, 424–436 (1988)

    Article  Google Scholar 

  5. Butcher, K.R.: Learning From Text with Diagrams: Promoting Mental Model Development and Inference Generation. Journal of Educational Psychology 98, 182–197 (2006)

    Article  Google Scholar 

  6. Schworm, S., Renkl, A.: Computer-supported example-based learning: When instructional explanations reduce self-explanations. Computers & Education 46, 426–445 (2006)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Psychology, University of Utah, 1705 E Campus Center Drive, MBH 327, Salt Lake City, UT, 84112, USA

    Kirsten R. Butcher

Authors
  1. Kirsten R. Butcher
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. School of Interactive Computing, Design & Intelligence Laboratory, Georgia Institute of Technology,, 85 Fifth Street, NW 30308, Atlanta, GA, USA

    Ashok K. Goel

  2. Computer Laboratory, University of Cambridge, JJ Thomson Avenue, CB3 0FD, Cambridge, UK

    Mateja Jamnik

  3. Department of Computer Science & Software Engineering, Auburn University, 345 W. Magnolia Street, 36849-5347, Auburn, AL, USA

    N. Hari Narayanan

Rights and permissions

Reprints and permissions

Copyright information

© 2010 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Butcher, K.R. (2010). How Diagram Interaction Supports Learning: Evidence from Think Alouds during Intelligent Tutoring. In: Goel, A.K., Jamnik, M., Narayanan, N.H. (eds) Diagrammatic Representation and Inference. Diagrams 2010. Lecture Notes in Computer Science(), vol 6170. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-14600-8_33

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-14600-8_33

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-14599-5

  • Online ISBN: 978-3-642-14600-8

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics