Mapping Visual and Verbal Information: Integrated Hints in Geometry (Aleven & Butcher)

Using Elaborated Explanations to Support Geometry Learning

Vincent Aleven and Kirsten Butcher 

Summary Table

PIs	Vincent Aleven & Kirsten R. Butcher
Other Contributers	Graduate Students: Carl Angioli (CMU HCII), Michael Nugent (Pitt, Computer Science) Research Programmers/Associates: Octav Popescu (Research Programmer, CMU HCII), Grace Lee Leonard (Research Associate, CMU HCII), Thomas Bolster (Research Associate, CMU HCII)
Study Start Date	Planned Start: April 24, 2007
Study End Date	Expected End: June 1, 2007
LearnLab Site	Central Westmoreland Career & Technology Center (CWCTC)
LearnLab Course	Geometry
Number of Students	Expected: 120
Total Participant Hours	Expected: 480
DataShop	(Study not yet completed. Log data will be provided to the DataShop when available)

Abstract

Does integration of visual and verbal knowledge during learning support deep understanding? Can robust learning be supported implicitly by representations that link relevant knowledge components in visual and verbal materials? The overall goal of this project is to gain a better understanding of 1) visual and verbal knowledge components in a problem-solving environment and, 2) how instructional support to promote connections between visual and verbal knowledge components can support the development of deep understanding. Ultimately, we are interested in coordination and integration processes in learning with visual and verbal knowledge components, and how these processes may support robust learning.

We are using the Geometry Cognitive Tutor as a research vehicle for our project. In geometry, visual information is represented pictorially in a problem diagram and verbal/symbolic information is represented in text that contains given and goal information as well as in conceptual rules/principles of geometry. The goal of the research described here is to determine if implicit instructional events that use visual cues to map between text and diagrams can support knowledge retention and transfer. These visual cues are instantiated in the Geometry Cognitive Tutor by using colored highlighting to connect textual references of geometric features in instructional hints to the visual depictions of those features in the geometry diagram (screen shots provided below, in the Independent Variables section). This in vivo study will take place April - June, 2007.

Background & Significance

A central question in theories of learning with multimedia sources, and for the Coordinative Learning research cluster, is how students coordinate between multiple representations. Existing theories of multimedia learning (e.g., Mayer, 2001; Schnotz, 2002) assume that successful learning is supported by cognitive processes that operate between separately encoded visual and verbal representations. Laboratory research in learning with scientific diagrams has shown that simplified diagrams support [[retention] and mental model development more than detailed diagrams (Butcher, 2006), presumably because simplified diagrams can be easily integrated with textual information. Indeed, other research has found that a multimedia interface that required learners to link diagram features with appropriate textual labels improved knowledge retention and transfer for complex information (Bodemer, Ploetzner, Feuerlein, & Spada, 2004).

• Is the effect of coordination a result of mapping ease or construction of an integrated represntation?

CUT TEXT FROM EARLIER SECTION: We hypothesize that implicit instruction that supports interaction with visual information will support coordination between and integration of visual and verbal information influence robust learning processes, as measured by knowledge retention and transfer. By coordination, we mean the processes that support mapping between relevant visual and verbal information as well as the processes that keep relevant knowledge components active. For example, in geometry a student needs to map between text references to angles and their location in a diagram and will need to maintain the numerical (given or solved) value of that angle to use in problem solving. By integration, we mean knowledge construction events that involve both visual and verbal knowledge components. For example, in geometry a student may need to construct an understanding of linear angles that includes both a verbal definition (e.g., “two adjacent angles that form a line”) and a visual situation description (e.g., a visual representation of the two angles formed by intersection of a line). END CUT TEXT.

In the context of the Geometry Cognitive Tutor, contiguity is achieved by placing related representations, such as a diagram and a workspace in which answers are entered, in close proximity that reduces (and in some cases, removes) the need for mapping between visual and verbal information. Although contiguous representations may reduce the initial cognitive load associated with mapping between representations, cognitive load demands may be less influential in classroom environments where practice is extended and distributed (ADD REFS). Thus, we assume that contiguous representations can support robust learning by promoting integration of visual and verbal information during practice. That is, contiguity may support students' connection between and integration of visual and verbal information leading to more robust knowledge of geometry principles. If these assumptions are true, we would expect to see similar performance on practiced problems for students who trained with contiguous vs. noncontiguous representations. However, we would expect students using the contiguous representations to demonstrate better knowledge transfer.

Glossary

See Visual-Verbal Learning Project Glossary

Research questions

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Independent Variables

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Dependent variables

• Pretest, normal post-test, and transfer test measuring student performance on:
  • Problem-solving items isomorphic to the practiced problems (retention)
  • Problem-solving items unlike those seen during problem practice (transfer)
• Log data collected during tutor use, used to assess:
  • Learning curves
  • Time on task
  • Error rates
  • Latency of responses

Hypothesis

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Findings (Anticipated)

• Study Summary

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Explanation

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Further Information

Connections

Interactive Communication as Support for Visual-Verbal Integration:
Our research is investigating multiple methods with which student learning can be supported by interactions with pictorial information during geometry learning. Our work also includes more a more explicit method for supporting student integration visual and verbal knowledge components. This method involves interactive support for students' elaborated explanations during geometry learning. Research investigating this explicit support is part of the Interactive Communication Cluster: LINK

Annotated Bibliography

• Poster from PSLC Advisory Board visit, Fall 2005
• Presentation to NSF Site Visitors, Spring 2006
• Presentation to the PSLC Advisory Board, Fall 2006 Link to Powerpoint slides

References

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Future Plans: June 2007 - December 2007

1. (Carnegie Learning): Anonymize log data and assessments, then provide to DataShop
2. Analyze log data and learning outcomes
3. Prepare manuscript
4. Prepare final project report for PSLC