Abstract
This paper looks at the particular role which diagrammatic representations, and external representations more generally, play within an educational context. In particular, it considers the way in which the demands on diagrammatic representational systems in educational settings differ with respect to other settings (e.g. professional): in some instances, these demands are increased, while in others, the demands are markedly different.
The paper considers three key issues: the question of whether diagrams make certain tasks easier (and whether this is desirable from an educational point of view), the generalisation and transfer of diagrammatic skills once learnt, and the possible problems associated with simultaneously learning domain knowledge and a novel representational system.
The paper then considers a number of sub-issues, and concludes by highlighting areas of particular interest for future AI research.
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Brna, P., Cox, R. & Good, J. Learning to Think and Communicate with Diagrams: 14 Questions to Consider. Artificial Intelligence Review 15, 115–134 (2001). https://doi.org/10.1023/A:1006584801959
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DOI: https://doi.org/10.1023/A:1006584801959