Work

Learning during Intelligent Tutoring: When Do Integrated Visual-Verbal Representations Improve Student Outcomes?

Year: 2010

Type: article

Abstract: Research has shown that integration of visual and verbal information sources during learning promotes successful student outcomes.However, it is unclear whether it is better to provide students with integrated visual-verbal representations, or to require them to build such integrated representations themselves.In a classroom study, three conditions were used to explore the impact of integrated visual-verbal representations that emphasized rule-diagram mappings in geometry.Students viewed highlighted rulediagram mappings during learning, generated these mappings themselves, or saw only numerical information embedded in diagrams (control).Students' problem-solving knowledge was measured at posttest and delayed posttest.Overall, students who generated rule-diagram mappings during intelligent tutoring demonstrated better long-term understanding of geometry principles, but effects were only visible at delayed posttest.Results show that integrated visual-verbal representations best support deep learning when they help the learner make connections between features of a visual representation and relevant domain information, and student interactions can be an effective method to scaffold these connections.

Source: eScholarship (California Digital Library)

Authors: Kirsten R. Butcher, Vincent Aleven

Institution: University of Utah

Language: English

Topic: Intelligent Tutoring Systems and Adaptive Learning

Subfield: Artificial Intelligence

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: green

Funder: National Science Foundation

Awards: Toward a Decade of PSLC Research: Investigating Instructional, Social, and Learner Factors in Robust Learning through Data-Driven Analysis and Modeling, SLC Center: Pittsburgh Science of Learning Center: Studying Robust Learning with Learning Experiments in Real Classrooms