Using Student Interactions to Foster Rule-Diagram Mapping during Problem Solving in an Intelligent Tutoring System

Autor/inn/en	Butcher, Kirsten R.; Aleven, Vincent
Titel	Using Student Interactions to Foster Rule-Diagram Mapping during Problem Solving in an Intelligent Tutoring System
Quelle	In: Journal of Educational Psychology, 105 (2013) 4, S.988-1009 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0031756
Schlagwörter	Problem Solving; Intelligent Tutoring Systems; Visual Stimuli; Visual Aids; Interaction; Scaffolding (Teaching Technique); Geometry; Grade 10; High School Students; Secondary School Mathematics; Pretests Posttests; Statistical Analysis; Instructional Effectiveness; Multivariate Analysis; Pennsylvania + Suchen Sie Ihr Suchwort? Problemlösen; Intelligentes Tutorsystem; Anschauungsmaterial; Interaktion; Geometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Unterrichtserfolg; Multivariate Analyse
Abstract	In many domains, problem solving involves the application of general domain principles to specific problem representations. In 3 classroom studies with an intelligent tutoring system, we examined the impact of (learner-generated) interactions and (tutor-provided) visual cues designed to facilitate rule-diagram mapping (where students connect domain knowledge to problem diagrams), with the goal of promoting students' understanding of domain principles. Understanding was not supported when students failed to form a visual representation of rule-diagram mappings (Experiment 1); student interactions with diagrams promoted understanding of domain principles, but providing visual representations of rule-diagram mappings negated the benefits of interaction (Experiment 2). However, scaffolding student "generation" of rule-diagram mappings via diagram highlighting supported better understanding of domain rules that manifested at delayed testing, even when students already interacted with problem diagrams (Experiment 3). This work extends the literature on learning technologies, generative processing, and desirable difficulties by demonstrating the potential of visually based interaction techniques implemented during problem solving to have long-term impact on the type of knowledge that students develop during intelligent tutoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01