Complementary effects of sense-making and fluency-building support for connection making: A matter of sequence?

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)

Volumn 7926 LNAI, Issue , 2013, Pages 329-338

  Rau, Martina A ^a   Aleven, Vincent ^a   Rummel, Nikol ^b  

^a Carnegie Mellon University ^*  (United States)

^b RUHR UNIVERSITY BOCHUM   (Germany)

Author keywords

Connection making; Intelligent tutoring system; Learning processes; Multiple graphical representations

Indexed keywords

ARTIFICIAL INTELLIGENCE; BUILDINGS; COMPUTER AIDED INSTRUCTION; EDUCATION COMPUTING; GRAPHIC METHODS; LEARNING SYSTEMS;

BUILDING PROCESS; CONCEPTUAL UNDERSTANDING; CONNECTION MAKING; DOMAIN KNOWLEDGE; GRAPHICAL REPRESENTATIONS; INTELLIGENT TUTORING SYSTEM; LEARNING PROCESS; PERCEPTUAL PROPERTIES;

STUDENTS;

EID: 84880005371     PISSN: 03029743     EISSN: 16113349     Source Type: Book Series    
DOI: 10.1007/978-3-642-39112-5_34     Document Type: Conference Paper

References (15)

1. Schwonke, R., Ertelt, A., Renkl, A.: Fostering the translation between external representations. Does it enhance learning with an intelligent tutoring program? In: Zumbach, J., et al. (eds.) Beyond Knowledge: The Legacy of Competence, pp. 117-119. Springer, Netherlands (2008)
2. Koedinger, K.R.: Toward evidence for instructional design principles: Examples from Cognitive Tutor Math In: 24th Annual Meeting of the North American Chapter of the International Group of the Psychology of Mathematics Education. ERIC/CSMEE Publications, Athens (2002)
3. NMAP: Foundations for Success: Report of the National Mathematics Advisory Board Panel. U.S. Government Printing Office (2008)
4. Charalambous, C.Y., Pitta-Pantazi, D.: Drawing on a Theoretical Model to Study Students' Understandings of Fractions. Educational Studies in Mathematics 64, 293-316 (2007)
5. Ainsworth, S.: DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction 16, 183-198 (2006)
6. Koedinger, K.R., Corbett, A.T., Perfetti, C.: Knowledge-Learning- Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning. Cognitive Science 36, 757-798 (2012)
7. Seufert, T.: Supporting Coherence Formation in Learning from Multiple Representations. Learning and Instruction 13, 227-237 (2003)
8. Bodemer, D., Ploetzner, R., Feuerlein, I., Spada, H.: The Active Integration of Information during Learning with Dynamic and Interactive Visualisations. Learning and Instruction 14, 325-341 (2004)
9. Arroyo, I., Royer, J.M., Woolf, B.P.: Using an intelligent tutor and math fluency training to improve math performance. I. J. of AIED 21, 135-152 (2011)
10. Kellman, P.J., Massey, C.M., Roth, Z., Burke, T., Zucker, J., Saw, A., Aguero, K., Wise, J.: Perceptual learning and the technology of expertise: Studies in fraction learning and algebra. Pragmatics & Cognition 16, 356-405 (2008)
11. Rau, M.A., Aleven, V., Rummel, N., Rohrbach, S.: Sense Making Alone Doesn't Do It: Fluency Matters Too! ITS Support for Robust Learning with Multiple Representations. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds.) ITS 2012. LNCS, vol. 7315, pp. 174-184. Springer, Heidelberg (2012)
12. Renkl, A.: The worked-out example principle in multimedia learning. In: Mayer, R. (ed.) Cambridge Handbook of Multimedia Learning, pp. 229-246. Cambridge University Press, Cambridge (2005)
13. Van Gog, T., Paas, F.: Instructional efficiency: revisiting the original construct in educational research. Educational Psychologist 43, 1-11 (2008)
14. Cohen, J.: Statistical Power Analysis for the Behavioral Sciences. Lawrence Erlbaum Associates, Hillsdale (1988)
15. Koedinger, K.R., Baker, R., Cunningham, K., Skogsholm, A., Leber, B., Stamper, J.: A data repository for the EDM community: The PSLC Data-Shop. In: Romero, C., et al. (eds.) Handbook of Educational Data Mining, pp. 10-12. CRC Press, Boca Raton (2010)